Systematic, digital student feedback for differentiated teaching
DOI:
https://doi.org/10.21344/iartem.v8i1-2.734Keywords:
student feedback, digital tools, differentiation, teaching, learning analyticsAbstract
The article reports results from a qualitative study of Elevbaro, a prototype of a digital tool for student feedback developed in connection with the demonstration school project, Inclusion, and differentiated teaching in digital learning environments. At the same time the study represents the first step of validating Elevbaro as a systematic feedback tool. There is general consensus that feedback is central to the quality of teaching, but the focus on and the exploration of systematic student feedback is an overlooked topic. Especially as regards differentiated teaching and complex teaching patterns, there is a need for supplementary and digital monitoring of a group of students and of individual students. The article examines how students and teachers understand and use Elevbaro, which is built on frequent ratings of five set statements in connection with teaching over a certain period of time. There is reason to assume that the usage of Elevbaro affects teachers’ professional assessment of students as well as students’ reflections of their work and acquisition process. This requires an active approach to Elevbaro and the integration of the tool into the teacher’s usual assessment and teaching practice. In our view, there is didactic potential for teachers’ data-informed teaching development.
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Copyright (c) 2017 Stefan Ting Graf, Dorthe Carlsen
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