Rodrigo Faria, Daniela Pedrosa (CIDTFF), Betina da Silva Lopes (CIDTFF) & Fernanda Cristina Ribeiro Faria | In ICERI2022 Proceedings: 15th annual International Conference of Education, Research and Innovation (pp. 7481-7489)
Excerto do resumo:
“There is still some ambiguity about concepts and terminologies used for feedback practices on learning approach. Different researchers suggest different nomenclatures for concepts that, in some cases, may be partially or completely similar from a practical point of view. Clearly, there are intersections between different speeches within the same thinking process, regarding the elaboration of feedback for students. Therefore, it is necessary to understand the different conceptualization of feedback practices.
Formative assessment is not a specific practice, but a set of pedagogical approaches that lead students to act as transforming agents of their own learning, seeking to develop strategies for self-regulation of learning. The feedback generated by teachers is named formative when it is oriented to learners’ engagement on how they can understand their own learning process, in order to make improvements.
The concept of sustainable feedback emerges from the opportunity to explore possibilities for a more dialogical and a lifelong focused approach to feedback practices.
This narrative literature review (Baumeister & Leary, 1997) aims to identify and understand the characteristics associated with the concept of sustainable feedback.”
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Referência:
Faria, R., Pedrosa, D., Lopes, B., & Faria, F. (2022). The sustainable feedback concept from researchers’ perspective: a narrative review. In ICERI2022 Proceedings: 15th annual International Conference of Education, Research and Innovation (pp. 7481-7489). https://dx.doi.org/10.21125/iceri.2022.1901
