01859nam a22002177a 450000500170000000800410001702200140005803700200007208200120009210000550010424500700015926000810022930000180031049000970032850500630042552010200048865000150150865000350152365000450155885600380160320231120112246.0231106b           ||||| |||| 00| 0 eng d  a0031-921X  bRIEBPL Library   a530.071  aGeoffrey Lee-Dadswell and Fraser Cunningham Turner  a Closing the Feedback Loop with Mastery Tasks b(Journal Article)  aWashington , DCb  American Association of Physics Teachersc September 2023  a 528–531 p.  a American Association of Physics Teachers ,American Institute of Physics, Volume 61, Issue 6  a***______{For Hard Copy, Please visit Library.}________***  aAbstract-

 Mastery tasks are a method of assessment involving one-on-one interactions in which students receive immediate feedback. Students are given multiple chances to successfully demonstrate a skill to the instructor’s satisfaction, before using it in other contexts. We’ve found these to be effective formative assessments, particularly in making sure that students are prepared to tackle challenging problem assignments.

You have just turned back the latest assignments to your students. You have put many hours into marking them and providing written feedback, but you watch in despair as your students pick up their assignments, look at the marks, then stuff them into the bottoms of their backpacks. Have any of them learned anything from the feedback? Was the time spent writing the feedback worth it?

Many assessments such as these suffer from long feedback loops, where students receive corrections days after completing their assigned work. There is mounting evidence that when corrections...

  aStudents,   aLearning and learning models,   aEducational aids, Educational assessment  uhttps://doi.org/10.1119/5.0069535