21 August 2015

The power of feedback

Reference: Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research77(1), 81-112.

Abstract: Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.

Notes: "Most current assessments provide minimal feedback, too often because they rely on recall and are used as external accountability thermometers rather than as feedback devices that are integral to the teaching and learning process. It is the feedback information and interpretations from assessments, not the numbers or grades, that matter. In too many cases, testing is used as the measure to judge whether change has occurred rather than as a mechanism to further enhance and consolidate learning by teachers or students." 

Cited by 3215

11 August 2015

Creativity: The essence of mathematics

Reference: Mann, E. L. (2006). Creativity: The essence of mathematics. Journal for the Education of the Gifted, 30(2), 236-260.

Abstract: For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at a faster pace. Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. Teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. In this article, a review of literature defines mathematical creativity, develops an understanding of the creative student of mathematics, and discusses the issues and implications for the teaching of mathematics.

Notes: I have heard some University lecturers in Engineering complain that their students "nail it" in the exams, but in the end fail to really comprehend the core ideas, and are unable to apply them later on. Some teachers have gained prominence by incorporating some "active learning" approaches to teaching Mathematics and Physics... but what I have not seen (enough, anyway) is this idea of targeting the creative dimension of mathematics.

9 August 2015

Idea evaluation: Error in evaluating highly original ideas

Reference: Licuanan, B. F., Dailey, L. R., & Mumford, M. D. (2007). Idea evaluation: Error in evaluating highly original ideas. The Journal of Creative Behavior41(1), 1-27.

Abstract: Idea evaluation is a critical aspect of creative thought. However, a number of errors might occur in the evaluation of new ideas. One error commonly observed is the tendency to underestimate the originality of truly novel ideas. In the present study, an attempt was made to assess whether analysis of the process leading to the idea generation and analysis of product originality would act to offset underestimation error in the evaluation of highly original new ideas. Accordingly, 181 undergraduates were asked to evaluate the originality of marketing campaigns being developed by six different teams where the level of idea originality was varied. Manipulations were induced to encourage active analysis of interactional processes and the originality of team products. It was found that active analysis of product originality and appraisal of interactional processes reduced errors in evaluating the originality of highly novel ideas. The implications of these findings for the evaluation of new ideas are discussed.

Notes: There is a clear bias in creativity research to study the production or generation of ideas (can ideas strictly be "generated" or ideas more like energy?), while only a few studies focus on the evaluation or assessment of ideas.