ފީޑްބެކް ދިނުމުގެ އުސޫލުތައް
ތަފުޞީލީ ފީބެކްޑް ދިނުމުން ދަރިވަރަށް ރަނގަޅަށް ކުރެވުނީ ކޮންކަމެއްކަމާއި، އިތުރަށް ރަނގަޅު ކުރަންޖެހޭ ކަންތައްތަކާއި، އިތުރަށް ރަނގަޅުކުރަން އަޅަންޖެހޭ ފިޔަވަޅުތައް ސާފުކޮށް އެނގެއެވެ. އަނގަބަހުންނާއި ލިޔުމުންވެސް ފީޑްބެކް ދެވިދާނެއެވެ.
ސަކްސަސް ކްރައިޓީރިއާ އާއި ފީޑްބެކް ރަނގަޅަށް ގުޅިފައި އޮތުމަކީ މުހިންމު ކަމެކެވެ. "ގުޑް ޖޮބް" ނުވަތަ "ކީޕް އަޕް ދަ ގްރޭޓް ވޯކް" ފަދަ ބަސްތައް ބެލެވޭނީ ތައުރީފުގެ ގޮތުގައެވެ. ފީޑްބެކްގެ ގޮތުގައެއް ނޫނެވެ.
ފީޑްބެކް ދޭނެ ގޮތް
| ސްޓްރެޓެޖީ | އިޚުތިޔާރުކުރެވިދާނެ ގޮތްތައް | ފޯކަސް / މިންވަރު / މޯޑް / އޯޑިއަންސް |
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ވަގުތު |
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ފޯކަސް |
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މިންވަރު |
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މޯޑް |
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އޯޑިއަންސް |
ދަރިވަރަށް މަންފާއެއް ނުކުރާ ފީޑްބެކް
ދެވޭ ފީޑްބެކް ދަރިވަރުންނަށް މަންފާއެއް ނުކުރާ އެއްޗަކަށް ބައެއް ފަހަރު ވެދެއެވެ. އެއީ:
- މާބޮޑަށް ހިތްހެޔޮކޮށް ބުނާތީ / ލިޔާތީ
- މާބޮޑަށް ފާޑުކިޔާތީ
- މާގިނަވުން
- މާބޮޑަށް ލަސްވުން
ރިސަރޗް އިން ފެންނަ ގޮތް
ދަރިވަރުންގެ ޝައުގުވެރިކަމާއި އަދި ކުރިއެރުމާއި ފީޑްބެކާއި ހުރި ގުޅުމުގެ މައްޗަށް ވަރަށް ގިނަ އަދަދެއްގެ ދިރާސާ ކުރެވިފައިވެއެވެ. ބައެއް ނަތީޖާ ފާހަގަކޮށްލާނަމެވެ.
- ފީޑްބެކްގެ ސަބަބުން ދަރިވަރުންގެ އުނގެނުމަށް ފާހަގަކުރެވޭފަދަ ހެޔޮ ބަދަލު އާދެއެވެ. ނަމަވެސް، މި ބަދަލުގެ ނަތީޖާ، ބައެއް ފަހަރު، އީޖާބީ ވުމާއި ނުވުންވެސް އެކަށީގެންވެއެވެ. އެއީ ފީޑްބެކް ދެވޭގޮތާއި ވައްތަރާއި ވަގުތަށް ބިނާވެއެވެ (ހެއިޓީ އަދި ޓިމްޕަރލީ، 2007).
- ފީޑްބެކްގެ ސަބަބުން، ދަރިވަރުގެ އުނގެނުމުގެ ޝައުގުވެރިކަމާއި ދަރިވަރުގެ އަމިއްލަ ގާބިލިއްޔަތާއިމެދު އޭނާ ދެކޭގޮތަށް ބަދަލު އާދެއެވެ. (ބްލެކް އަދި ވިލިއަމް، 1998؛ ބަޓްލަރ، 1988).
- އިވޭލުއޭޓިވް ފީޑްބެކް (ޕަރސަންޓޭޖް މާކްސް / ލެޓަރ ގްރޭޑް) އަދި ބައިވަރު ފަހަރު އިވޭލުއޭޝަން ހެދުމަކީ އޭގެ ނުރަނގަޅު އަސަރު ދަރިވަރުގެ ޝައުގުވެރިކަމަށާއި އުނގެނުމަށް ކޮށްފާނެ ކަމެކެވެ. (ޓަންސްޓޯލް އަދި ގިޕްސް، 1996؛ ބްލެކް އަދި ވިލިއަމް، 1998).
- ތަފުޞީލީ ފީޑްބެކް ދޭއިރު ދަރިވަރަށް މިހާރު ކާމިޔާބުވެފައިވާ މިންވަރު (Where am I now?) ލަނޑުދަނޑިއާއި ނުވަތަ އައުޓްކަމް އާއި އަޅާކިޔާއިރު، ދާންވާ ހިސާބު (Where am I going?) އަދި އެދެމެދުގެ ފަރަގު ކުޑަކުރާނެ ގޮތުގެ މައުލޫމާތު ދިނުން އެދެވޭ ނަތީޖާ ނުކުމެއެވެ. (ސްޓިންގިސް، ޗަޕްކިސް އަދި ޗަޕްކިސް، 2004).
Effective Feedback
- Descriptive Feedback is focused on describing particular qualities of the work or performance.
- Evaluative Feedback is a summing up; a judgment used for accountability.
Step 1: Decide if the focus of each statement is mainly descriptive or evaluative in nature. In the column on the left, mark each example of descriptive feedback with a D and each example of evaluative feedback with an E. If you believe it is neither, mark it with an X. On the whole, consider the spirit of the feedback.
Step 2: For each statement you marked with a D, evaluate how well it meets the three remaining guidelines.
| D, E, or X | Feedback | Related to learning goals? | Specific / Clear? | Cue for next steps? |
|---|---|---|---|---|
| I particularly liked your 2nd paragraph. Good thinking here! | Yes / No | Yes / No | Yes / No | |
| Keep working! | Yes / No | Yes / No | Yes / No | |
| You didn't answer the second part of the question. How would you know if you had accounted for all possible combinations? | Yes / No | Yes / No | Yes / No | |
| 74% C- | Yes / No | Yes / No | Yes / No | |
| Your introductory and concluding paragraphs are effective "bookends" that state your theme. | Yes / No | Yes / No | Yes / No | |
| I don't see that you have supported your conclusion with evidence. Look back at the data from your experiment to see if there is a pattern. | Yes / No | Yes / No | Yes / No | |
| Use a pencil and a ruler for diagrams. Be sure to answer all the questions. | Yes / No | Yes / No | Yes / No | |
| Look again at your notes regarding the two special interest groups. How could your example more explicitly clarify their potential biases? | Yes / No | Yes / No | Yes / No | |
| Good work. This is much neater and seems to show that you have tried hard. | Yes / No | Yes / No | Yes / No | |
| You are on track here in trying to explain your rule. Think: does it apply to all triangles? | Yes / No | Yes / No | Yes / No | |
| Nice job – such an improvement! | Yes / No | Yes / No | Yes / No | |
| This report probably wouldn't convince a reader who didn't already agree that we should be saving fuel. What else could you do to make a more convincing argument? | Yes / No | Yes / No | Yes / No | |
| Your details strongly support your claim that we should recycle newspapers. That's great! | Yes / No | Yes / No | Yes / No | |
| Review where you placed your thesis statement. Check your notes and rethink this placement. | Yes / No | Yes / No | Yes / No |
ރިފަރެންސް ލިސްޓް
Brookhart, Susan (2008). How to Give Effective Feedback to Your Students. Cheltenham, VIC, Australia: Hawker Brownlow Education Pty Ltd.
Assessment, Evaluation and Reporting Handbook (2008). Waterloo Region District School Board, Learning Services: School effectiveness & Assessment.
Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. (2002). Working inside the black box: Assessment for learning in the classroom. London: Department of Education and Professional Studies, King's College.
Wiliam, D. (2007). Keeping learning on track: Formative assessment and the regulation of learning. In Second handbook of mathematics teaching and learning, ed. F.K. Lester Jr., 1053–98. Greenwich, CT: Information Age.
Hattie, J. & Timperly, H. (2007). The Power of Feedback. Review of Educational Research, Vol. 77, (1), pp. 81-112.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–75.
Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1–14.
Tunstall, P. & Gipps, C. (1996). How does your teacher help you to make your work better? Children's understanding of formative assessment. The Curriculum Journal, 7(2).
