Summary
The shift from summative high stakes exams to more formative and continuous assessment is occurring, particularly in the wake of the global COVID-19 pandemic. Formative assessment has been difficult to implement meaningfully in most classrooms worldwide, due in part to student disengagement.
Digitizing formative assessment allows teachers not only to provide effective and efficient formative feedback but generate key insights too. Nurture goes further. Through the digitization of formative feedback, Nurture ensures full student engagement by involving students in a reflective exercise based on the feedback they've received. This process is called closing the feedback loop. Closing the feedback loop is vital to ensuring students move forward with their learning.
It's not just the closing of the feedback loop that makes Nurture powerful, but the integration of a research backed framework with strong pedagogical alignment. This framework provides a structure to teacher feedback, utilizing Hattie and Timperley's 2007 research on task, process and self-regulated feedback. While working through this process, Nurture collects student confidence too, which has been shown to influence student engagement in feedback.
This whole process is known as the Nurture Way, and it's how you can successfully close the feedback loop in Microsoft Teams.
This video provides a brief summary of how Nurture closes the feedback loop in Microsoft Teams.
Contact us
Should you wish to contact Nurture for more information, or to request a demo contact Dr. Stephen Comiskey, director of teaching and learning, at stephen@gonurture.com. Let Stephen know you completed this module.
You'll find us on Twitter and at our website where you can read blogs and find out about upcoming events. As a bonus for completing this module, follow this link to request access to a lite version Nurture.
We hope you enjoyed learning about the pedagogy behind Nurture and look forward to welcoming any future communications from you.
Reference list
Hattie J, Timperley H. The Power of Feedback. Review of Educational Research. 2007;77(1):81-112. doi:10.3102/003465430298487
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254