Difference between revisions of "Feedback"

	Feedback
Contributors
Last modification	July 25, 2016
Source	Bergin et al. (2012)
Pattern formats	OPR Alexandrian
	Usability
Learning domain
Stakeholders

Revision as of 07:55, 25 July 2016

Give the participants activities that exercise their knowledge and then give them feedback on their performance. The feedback should be differentiated and objective so that they will know what level of understanding they have achieved. ^[1].

Context

Problem

Forces

Solution

Consequences

Benefits

Liabilities

Evidence

Literature

Discussion

Data

Applied evaluation

Related patterns

Example

References

↑ ^1.0 ^1.1 Bergin, J., Eckstein, J., Völter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H., and Manns, M.L. (2012). Pedagogical patterns: advice for educators. Joseph Bergin Software Tools.

[Bergin2012-1] 1.0 ^1.1 Bergin, J., Eckstein, J., Völter, M., Sipos, M., Wallingford, E., Marquardt, K., Chandler, J., Sharp, H., and Manns, M.L. (2012). Pedagogical patterns: advice for educators. Joseph Bergin Software Tools.

[1]

@@ Line 14: / Line 14: @@
 }}
-Students may have difficulty identifying their misconceptions and mistakes by themselves. Give the students feedback on their performance<ref name="Bergin2012"/>.
+Give the participants activities that exercise their knowledge and then give them feedback on their performance. The feedback should be differentiated and objective so that they will know what level of understanding they have achieved. <ref name="Bergin2012"/>.
 ==Context==