2. What is the difference between formative and summative feedback?
As an educator begins to design and plan a technology – enhanced lesson it is essential that instructional planning takes place. “Planning ensures that the best possible approach to learning (Lever-Duffy, McDonald)” will be selected. All aspects of the lesson should be thought out, step by step. Teachers must consider exactly what needs to take place in order for instruction to be effective. “The Design-Plan-Act (D-P-A) system addresses all needed planning steps.” In the design phase “teachers take a strategic look at instructional delivery (Lever-Duffy, McDonald).” It is necessary to use “an Instructional Design Model in this phase so no step is missed (Lever-Duffy, McDonald).”
“The Dynamic Instructional Design (DID) model provides assistance in creating an instructional design. It emphasizes flexibility and responsiveness in the instructional design process (Lever-Duffy, McDonald).” This model requires revisions and corrections throughout the process. As a problem arises there are measures taken to ensure correction and improvement. “Such a continuous improvement process is at the core of high quality instruction (Lever-Duffy, McDonald).”
Formative and summative feedbacks are two essential elements of this model. Each type of feedback takes place during various stages of the process and contributes equally to the design. Formative feedback occurs while the learning event or process is in progress. “The DID model includes a formative feedback loop during every step of the process so that feedback can be gathered and midcourse corrections can be made (Lever-Duffy, McDonald).” This will allow for continuous improvement in the overall design of the lesson. “Formative feedback ensures a way to facilitate the continuous flow of information as a system is implemented so that corrections and adjustments can be made while the process unfolds (Lever-Duffy, McDonald).” As a result educators are able to realize at an early stage exactly why the lesson isn’t as effective as originally planned. At this point corrections can be made to optimize the learning experience. From the feedback a determination as to what steps need to be taken to improve the lesson should be made.
It is important that you perform a final check of the instructional design plan. Summative feedback occurs at the conclusion of the learning event. This portion of the process also calls for revision and improvements. “Because formative feedback is continuous throughout all steps of the process, the summative feedback loop serves as a final check once all steps are completed (Lever-Duffy, McDonald).” Summative feedback will provide information necessary to improve the design. Educators may want to review or reinforce the lesson once the changes are made to ensure the effectiveness of the new strategy.
You provided a good description of formative evaluation. I think many experienced planners use formative feedback by habit. During the design process they frequently step back and look at the big picture - how are the pieces of the design fitting together? However, having the requirement for formative evaluation built into the design model ensures that this type of feedback will be used consistently even by beginning instructional planners.
ReplyDeleteI agree with your statement that formative feedback helps planners "realize at an early stage" that modifications to the design should be considered. Nobody likes that sinking feeling that comes with the utterance, "Why didn't I think of that?"
Your reflection is complete and with enough details. It is a good idea to use direct quote from the textbook but don't over use them. Try to reflect your own understanding. Good job
ReplyDeleteIt seems to me that both formative and summative feedback are very important parts of the teaching process. As you said, summative provides information important for improving the design for future teaching events, but if one needs feedback for the lesson at hand you must have a way to get formative feedback.
ReplyDeleteIt is not wise to look to only one type of feedback, however. Any design can be improved with summative feedback, and teaching different types of people will lead to more formative information.