SCHRITT 3: Was habe ich gelernt?
STEP 3: What have I learnt?
1. What is the purpose of formative and summative feedback for refugee students in VET?
- To improve learning and retention
- To document and certify the qualifications and skills achieved
- To increase sense of achievement and self-confidence
- To discourage students from further learning efforts
Answer:
To improve learning and retention
Explanation: The purpose of formative and summative feedback is to improve learning and retention of refugee students in VET. Refugees are foreign to the learning culture of the host country, and often find it difficult to understand the requirements and standards of education and training. This includes their understanding of the formal levels, aims and procedures in the education programme, and even more the implicit expectations and norms for succeeding in education.
2. Why is feedback important for refugee students' success in education?
- It provides a more accurate evaluation that is dependent on the language proficiency of the student
- It makes the learning process more transparent for the students
- It enhances students' self-esteem, confidence, and motivation
- It enhances trustful relations between teachers and students
- All the above
Answer:
All the above
Explanation: Formative feedback is an essential part of the teachers’ continuous monitoring and scaffolding of the refugee students’ learning process for three reasons. First, feedback from the teachers helps to make the learning process more transparent for the refugee students. This supports them in assessing and managing their own educational progression and in developing personal strategies for learning. Secondly, positive feedback from teachers and peers enhance the students’ self-esteem, confidence and motivation to continue learning. Thirdly, feedback enhances trustful relations between teachers and students. This is beneficial to the students feeling of relatedness and sense of belonging, which tend to reduce the students’ risk of absenteeism and drop-out.
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3. What is the difference between feed-up and feed forward in effective formative feedback?
- Feed-up is an assessment of the student's work, while feed forward is advice on how to improve
- Feed-up explains the aims and procedures of learning activities, while feed forward follows up on feedback and explains how to improve skills
- Feed-up is given by teachers, while feed forward is given by peers
- Feed-up is an assessment of the teacher's work, while feed forward is tip on how to teach further
Answer:
Feed-up explains the aims and procedures of learning activities, while feed forward follows up on feedback and explains how to improve skills
Explanation: Effective formative feedback should include feed-up and feed forward. By providing feed-up to the students, the teacher explains clearly for the students the aims and procedures of the intended learning activities. Feed-up is important for the preparedness, the sense of meaning and the motivation of the students. By giving feed forward to the students, the teacher follows up on the feedback by explaining how the student can improve their skills in continuing learning activities. . Useful feedback should include not only an assessment of the student’s work on the assignment, but also feed-forward with advice and recommendations on how to improve the work practice.
4. What is the primary purpose of summative feedback and assessment?
- To enhance engagement in learning
- To improve learning and retention
- To document and certify the qualifications and skills achieved
- To increase sense of achievement and self-confidence
Answer:
To document and certify the qualifications and skills achieved
Explanation: The purpose of summative feedback and assessment is primarily to document and certify the qualifications and skills achieved during a VET programme. The certification of skills is important for the employment opportunities of the students. Especially in countries with strong occupational labour markets, the certification for the approved oc-cupations is decisive for getting access to skilled employment. Summative feedback in connection with repeated tests to assess the student’s performance and results is also important for the students.
5. What is the importance of feedback in student-centered teaching, and how can it benefit refugee students?
- Feedback has no significant impact on student motivation or engagement.
- Student autonomy should be discouraged in order to prevent uncertainty and disengagement.
- Teachers should only provide feedback to students who are already performing at a high level.
- Feedback plays a key role in supporting students' learning processes and can help refugee students adjust to a student-centered environment.
Answer:
Feedback plays a key role in supporting students' learning processes and can help refugee students adjust to a student-centered environment.
Explanation: Emphasis on feedback is associated with teacher roles of coaches, mentors and guides for the students' learning processes and a student-centred approach to teaching. Student-centred teaching has a positive effect on students’ motivation when they are granted autonomy and a supportive learning environment. Students’ autonomy in the choice of learning tasks increases the individual engagement and the adjustment of the level of difficulty of the tasks to the capacity of the student. How-ever, autonomy without support and feedback can increase the students’ uncertainty and reduce their engagement, if they are unable to understand the teachers’ expectations, their ‘invisible pedagogy’.
6. How can teachers support refugee students in adapting to a student-centred learning environment?
- By providing correct answers to learning tasks.
- By limiting student autonomy in school.
- By providing extensive explication of teaching aims, expectations and standards.
- By reducing the level of difficulty of learning tasks.
Answer:
By providing extensive explication of teaching aims, expectations and standards.
Explanation: Thus, the refugee students must learn gradually to take more responsibility for their own learning and to take advantage of the autonomy in school. Teachers can support this process in two ways: 1. through the extensive explication of the aims, expectations and standards of the teaching activities, and 2. through systematic, positive feedback to the students on their performance and learning.