Dressler, Roswita2021-06-282021-06-282021-05-08Dressler, R. (2021). Formative Assessment Strategies in Online Courses (learning object). University of Calgary, Calgary, AB.http://hdl.handle.net/1880/113552https://dx.doi.org/10.11575/PRISM/38957In this video I discuss formative feedback in graduate online classes based on a study of my own teaching practice. I asked the graduate students to write a research proposal and, after completing a short project, a research report. They worked in groups of 3-4 (aka studio groups) and provided each other with feedback on drafts of both documents. As the instructor, I provided feedback on each student's draft, after their studio group had reviewed it. Two research assistants coded the drafts and final documents to determine the nature of the feedback students gave and how much (quantity) and to what extent (quality) did they take up that feedback. I was curious if they would prefer the feedback from the instructor or that of their peers. To learn what we found out, please watch the video.enUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Formative feedbackassessment for learningassessment literacygraduate educationonline learningaction researchWerklund School of Education Online Pedagogy Series Vignetteslearning object