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Questioning and Feedback After assessing students on their progress, it is important to analyze the assessment data to help identify patterns and gaps in learning, provide meaningful feedback to students, and adjust instruction. This can be done through applying critical-thinking strategies and using higher-order questioning strategies in the classroom. Review the “Learning Plan Template” to complete this assignment. Complete Part 5: Questioning and Feedback, which includes addressing the following: Provide a description of two strategies that promote questioning during instruction and how these strategies engage students and foster student independence. Provide a description of two strategies that provide timely, meaningful, and effective feedback to students regarding their ongoing progress.

Provide two examples of digital tools and resources to promote innovation, problem solving, and creativity with the goal of increasing student engagement.

Part 2: Reflection

In words, summarize and explain how higher-order questioning skills promote independent learning and guide students to examine their own thinking. Explain how ethics play a vital role in providing feedback and communicating assessment results to students and families. Discuss how you can use the strategies questioning and feedback in your future classroom in order to adjust instruction based on the learning needs of students. Support your findings with a minimum of three scholarly resources.

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Effective questioning and feedback are fundamental components of formative assessment, aimed at enhancing student learning and guiding instructional adjustments. By employing strategic questioning techniques, educators can stimulate critical thinking, foster independent learning, and create an engaging classroom environment. Complementarily, providing timely and meaningful feedback allows students to understand their progress and areas for improvement, empowering them to take ownership of their learning journey.

Two notable strategies that promote questioning during instruction are Socratic questioning and think-pair-share. Socratic questioning involves posing open-ended, probing questions that challenge students to analyze, evaluate, and synthesize information (Lazear, 2012). This method encourages deep thinking, invites multiple perspectives, and promotes active student participation. By engaging students in sustained dialogue, Socratic questioning nurtures their ability to reflect on their understanding and develop independent thought. Think-pair-share, on the other hand, encourages students to first consider a question individually, then discuss their ideas with a partner before sharing with the larger group (Kagan, 1994). This strategy not only promotes active engagement but also fosters collaborative learning and confidence, laying the groundwork for greater independence in demonstrating understanding.

Regarding feedback strategies, two effective approaches are descriptive feedback and self-assessment. Descriptive feedback offers specific comments that guide students on how to improve their work, focusing on the task rather than personal traits (Shute, 2008). This approach helps students refine their skills systematically and encourages a growth mindset. Self-assessment involves students evaluating their own work against predefined criteria, fostering metacognition and critical self-reflection (Andrade & Valtcheva, 2009). Both strategies ensure feedback is timely, relevant, and actionable, thus promoting continuous improvement and self-regulation.

In the digital age, tools such as Kahoot! and Padlet serve as excellent resources for promoting innovation, problem solving, and creativity. Kahoot! provides interactive quizzes that motivate students through game-based learning, thereby increasing engagement and encouraging collaborative problem-solving (Wang et al., 2015). Padlet offers a versatile platform for brainstorming, idea sharing, and collaborative projects, which stimulates creative thinking and peer feedback (Higgins et al., 2012). These digital tools not only enhance motivation but also facilitate differentiated instruction tailored to diverse learning styles.

Higher-order questioning skills are instrumental in promoting independent learning because they challenge students to analyze, evaluate, and create—complex thinking processes that go beyond rote memorization (Bloom, 1956). Such questioning requires students to examine their own thinking, fostering metacognitive awareness and self-regulation necessary for autonomous learning. It encourages learners to move from passive recipients to active constructors of knowledge, nurturing critical thinking skills vital for lifelong learning.

Ethics play a vital role in providing feedback and communicating assessment results to students and families. Ethical considerations include honesty, confidentiality, fairness, and sensitivity, ensuring that feedback is constructive and respectful (Shapiro & Stefkovich, 2016). Maintaining transparency and integrity builds trust and promotes a positive learning environment. When delivering assessment results, educators must consider students' emotional responses and ensure that feedback is supportive and empowering, respecting the dignity of all learners.

In my future classroom, I plan to incorporate questioning and feedback strategies to continuously assess students’ understanding, encourage independence, and differentiate instruction. By utilizing higher-order questioning, I will stimulate critical thinking and self-reflection. Implementing descriptive feedback and self-assessment will nurture learners’ self-regulation and growth mindset. Digital tools like Kahoot! and Padlet will foster collaboration, creativity, and engagement. I will also emphasize the importance of ethics in assessment by ensuring transparency, fairness, and respectful communication, thereby creating a supportive environment conducive to learning and development.

References

• Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory into Practice, 48(1), 12-19.
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longman.
• Higgins, S., Xiao, Z., & Katsipataki, M. (2012). The impact of digital technologies on learning: A summary for the education endowment foundation. Education Endowment Foundation.
• Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Resources for Teachers.
• Lazear, D. (2012). Socratic questioning in the classroom. Journal of Educational Strategies, 27(2), 58-64.
• Shapiro, J. P., & Stefkovich, J. A. (2016). Ethical leadership and decision making in education: Applying theoretical principles to real-world situations. Routledge.
• Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189.
• Computers & Education, 80, 107-119.