;
Lorem Ipsum Dolor Spring 2016
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metacognitive thinking the student can be doing. Table 2 shows some
examples of strategic questions related to a couple areas of the ECC.
Feedback
Providing feedback to students is another area where, if done with a
focus on the learning and thinking process, can be used effectively to support
a student's ability and motivation to improve. Well-intentioned feedback can
sometimes actually be sending the wrong message if it focuses too much on
whether the end result was accomplished or not (Butler, Schnellert, and
Perry, in press). When crafting feedback to students on their performance
within areas of the ECC, consider whether it helps the student understand
what good performance is, facilitates self-evaluation and reflection on the
learning process, supports movement from the student's current performance
toward improved performance, and maintains support of self-esteem and
motivation (Butler, Perry & Schnellert, in press; Nicol & MacFarlane-Dick,
2006). Table 2 shows differences in feedback, with the second option
adhering more closely to principles of good feedback.
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