The Value of Positive Feedback and Ongoing Needs Analysis in the Process of Formative Assessment

Lucyna Wilinkiewicz-Górniak

To make the teaching – learning experience feasible a teacher should start by creating positive classroom atmosphere at the outset of each course, in order to enable its participants to express their attitudes and opinions freely. The course should start with clearly specified goals or outcomes of the whole learning process, preceded by detailed needs’ and expectations’ analysis. Moreover, a teacher should be willing to change or adapt both the framework of the course and the methods of working to the needs of each group as a whole and its individual members – expressed not only at the beginning of the course but also at its later stages. To reinforce students’ activity in and outside the classroom positive feedback from the teacher is necessary. In this type of feedback weaknesses are to be considered as areas of improvement, rather than “problematic” ones. While implementing student-centred approach, a teacher should also develop culture of inclusion, cooperation and mutual respect, aimed at continuous improvement. For this reason they have to be always ready to re-think and re-design their teaching strategies and syllabuses and willing to give “another chance” to those students who are prepared to work towards enhancing their skills and knowledge.

Key words: positive feedback, inclusion, cooperation, continuous improvement, progress

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