Feedback to Support Learning in the Leadership Institute for Teachers

Citation data:

The Mathematics Enthusiast, Vol: 10, Issue: 3, Page: 563-582

Publication Year:
2013
Usage 80
Downloads 64
Abstract Views 16
Repository URL:
https://scholarworks.umt.edu/tme/vol10/iss3/4; https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=1280&context=tme
Author(s):
Kinzer, Cathy; Bradley, Janice; Morandi, Patrick
Publisher(s):
ScholarWorks at University of Montana
Tags:
Mathematics
article description
Feedback is a type of formative assessment used to inform instruction and advance learning. Feedback serves as a mechanism to connect teaching and learning at the student level. Learners receive feedback, formally or informally, as they engage in learning experiences. Within the Leadership Institute for Teachers, a National Science Foundation funded research project, we are exploring feedback as a research‐informed process to support learning and improvement for individuals, teams, and university courses. There is an explicit focus on creating a culture of critical thinking and reasoning, taking ownership for learning both individually and collectively, and understanding how to improve teaching and scholarship through an iterative feedback process.