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Chapter 9: Brain Target 6: Evaluating Learning
Updated: 10/10/2020
Chapter 9: Brain Target 6: Evaluating Learning
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  • Chapter 9:Brain Target 6Evaluating Learningby Sarah Tran
  • Key Point: Evaluation in various forms should be happening during every phase of the teaching and learning process
  • Active Thinking
  • Active Retrieval of Information: Students are better served by retrieval practice (self-quizzing) than by studying alone (re-reading)
  • Multiple Kinds of Assessments: Balance use ofassessments (portfolio, student journals, learning logs, performanceassessments)
  • Spacing Effects: Efficacy of introducing delays between learning events(important for consolidation of memory)
  • Frequent and Timely Feedback:Effects of corrective feedback appear to be strongest when teachers explain why responses are accurate or inaccurate
  • Provide students with useful and timely feedback to motivate and support them
  • Application to Teaching
  • Evaluate students' learning through various means (correct answer vs. open-ended responses, solving problems and applying knowledge)
  • Make it a priority to revisit previously taught content after a significant delay and have students study/test their knowledge (spacing effect)
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