Some years ago I experienced on-line quizzes in modern languages; they required the student to fill a gap or come up with a verb form or item of vocabulary. The quizzes were very rigid and tedious. In common with Ekins’ quizzes there was usually only one right answer but unlike hers, there were no hints or supporting advice. Also, if the student’s answer was not one of the answers predicted by the quiz, then there was not response other than ‘wrong’.
Ekins’ feedback is quite sophisticated and as with modern languages, it is possible to ask questions with just one right answer.
1.How useful is the feedback? The students seemed to find it useful. They appear to have engaged with the questions and with the support offered. The instantaneous nature of the feedback makes the quiz much more of a formative experience. i.e. assessment for learning.
2.How could the feedback be improved? Elkins’feedback is impressive, I think. The challenge would be to provide questions and support when the subject-matter cannot easily be seen as right or wrong. I am trying to think of questions in teacher-training (my subject) which could be dealt with in this way.
·How would you go about agreeing ground rules with your classes?
·What are the implications of the Equality Act for you as a teacher?
·How would you ensure that all your learners were included in the learning process?
I think it would be possible to anticipate answers and provide feedback and support. Il ike the idea of giving students a quiz as a kind of initial assessment before the course proper begins.
On-line quizzes
Some years ago I experienced on-line quizzes in modern languages; they required the student to fill a gap or come up with a verb form or item of vocabulary. The quizzes were very rigid and tedious. In common with Ekins’ quizzes there was usually only one right answer but unlike hers, there were no hints or supporting advice. Also, if the student’s answer was not one of the answers predicted by the quiz, then there was not response other than ‘wrong’.
Ekins’ feedback is quite sophisticated and as with modern languages, it is possible to ask questions with just one right answer.
1. How useful is the feedback? The students seemed to find it useful. They appear to have engaged with the questions and with the support offered. The instantaneous nature of the feedback makes the quiz much more of a formative experience. i.e. assessment for learning.
2. How could the feedback be improved? Elkins’ feedback is impressive, I think. The challenge would be to provide questions and support when the subject-matter cannot easily be seen as right or wrong. I am trying to think of questions in teacher-training (my subject) which could be dealt with in this way.
· How would you go about agreeing ground rules with your classes?
· What are the implications of the Equality Act for you as a teacher?
· How would you ensure that all your learners were included in the learning process?
I think it would be possible to anticipate answers and provide feedback and support. Il ike the idea of giving students a quiz as a kind of initial assessment before the course proper begins.