Mark MacFadyen
Author
Mark MacFadyen
Affiliation
Middleton Regional High School
Abstract
Formative feedback is widely regarded as an essential educational practice. High-quality feedback helps students learn, promotes self-regulation and motivation. The Kemp model of Instructional Design is a good match for teachers who value frequent formative feedback and are reflexive in their instruction. New technologies are enhancing the ability of writing teachers to provide high-quality multi-modal feedback and are of particular importance during the worldwide pandemic. Teachers require training to use these technologies effectively and develop pedagogical digital competence. Specific applications discussed include Screencastify (2020, b), Google Workspace for Education applications (Google, n.d., e) and Mote (Mote Technologies, Inc., 2021). Research on each is given, if available, as well as tips for optimizing their use based on the author’s classroom experience.
Keywords
Formative feedback, multi-modal, instructional design, literacy, online teaching, student writing, Screencastify, Mote, Google Workspace
Overview
High-Quality Multi-Modal Formative Feedback (8:54)
Introduction
High-quality formative feedback is essential for learning, student self-regulation, and motivation. In his review of the literature, Shute (2008) finds formative feedback a fundamental practice in helping students acquire new skills. A range of new technologies now exist that allow students to hear their teacher’s voices, watch videos created specifically for them, and interact synchronously and asynchronously with classmates and instructors. While these innovative technologies have been available for some time, the worldwide pandemic has brought them into focus.
Even with students returning to classes full time this year, absenteeism and periodic attendance in middle school are high. The reasons for this are varied. Students are confined to one classroom all day, are required to wear masks, and unable to participate in regular middle school life. Some parents have chosen to keep their kids home, while for others their mental health and stress level have made regular school attendance difficult. The technologies presented in this paper offer some ways teachers can reach these students in impactful ways. It is important that students still hear the excitement in a teacher’s voice as they talk about their writing, whether they are at their kitchen table or in the classroom. Teachers can now provide multi-modal feedback in timely and highly accessible ways.
Literature Review
Formative Feedback
Formative feedback is well supported in the literature as an essential educational practice (Graham, Hebert & Harris, 2015; Moreno, 2004; Shute, 2008). Like any term, there are multiple definitions found in the literature. Shute (2008) defines it as “information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning” (p. 154