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This Concept Map has information related to: Elements of Feedback, straightforward steps vs multiple decisions points, dynamic context ???? simple vs complex goals simple vs complex strategies, Feedback is not used by students to improve subsequent work. Sadler, 1983 "When feedback is given it is often ineffective as an agent for improvment." Sadler, 1983 "Feedback does not apparently transfer from task to task" Sadler, 1983 "The truth is we do not yet know enough about the ways learners come to understand connections between criteria and objects being evaluated and how they can best use criteria in improving their work." Sadler, 1983 students may not use feedback because they have learned to mistrust the "rolling criteria" Emergence Principal: -can't specify all criteria in advance - they emerge -after an event, the worth can be evaluated Sadler, 1983, What happens when you fail to reduce means to simplicity - such as in the inquiry cycle where the process is the focus and there is no right answer but only a new, best theory? ???? Teachers assess assuming simple means and underestimate the complexity involved in a goal/strategy, "There are no formulas or algorithms that will work equally well for all students and no fixed criteria that can be used for objective assessments of quality."Sadler, 1983 ???? The Progression Principle: Teacher has a "rolling list" of criteria and maintains the right of subjectivity, Sadler, 1983, "poor conditions occur when there is too much reliance on external judgements from the teacher and too little emphasis on conscious reflection by students on what has been done and where they are going." Sadler 1983 ???? "Good evaluation weakens the teacher as the image of unquestionable authority..."Sadler, 1983, Duel role of teacher - 1) teach students the concept of excellence 2) teach the skills needed to achieve excellence Sadler, 1983 Students/ people move between these 3 states "The aim is to develop higher cognitive Sadler, 1983., Simple means go with simple ends ???? What happens when you fail to reduce means to simplicity - such as in the inquiry cycle where the process is the focus and there is no right answer but only a new, best theory?, Emergence Principal: -can't specify all criteria in advance - they emerge -after an event, the worth can be evaluated Sadler, 1983 ???? ????, "if conditions are poor, apprehension of the goal does not unfold but remains static." ???? Students adopt "survival habits" to cope with inadequate poor practices, Sadler 1983, 1998, Duel role of teacher - 1) teach students the concept of excellence 2) teach the skills needed to achieve excellence Sadler, 1983 ???? "poor conditions occur when there is too much reliance on external judgements from the teacher and too little emphasis on conscious reflection by students on what has been done and where they are going." Sadler 1983