New Second Edition is Now in Print and Available! The best seller, Science Formative Assessment- 75 Practical Strategies for Linking Assessment, Instruction, and Learning (Keeley 2008) - has been updated with a new 2nd Edition. With several new examples of the original 75 FACTs (formative assessment classroom techniques) and additional cbackground material, including links to the core disciplinary ideas and scientific practices in the Framework for K-12 Science Education and the NGSS, this book updates the previous edition. Check out the new, updated version available through NSTA or Corwin Press !
This is definitely a common thing, and obviously a tremendous oversimplification for the sake of narrative coherency. But I don’t think I actually have a big issue with it, mainly because I don’t feel those events need to do any more than paint in broad strokes. A character’s every quirk doesn’t have to be dictated by these formative events for them to come across as understandable reactions to those experiences. And the elements of their personality that aren’t relevant to their emotional throughline can be drawn from either base personality or the larger nature of their world and immediate environment.
Students also have individual differences in their preferences for and use of teacher feedback. Some students may need instruction about how to use feedback and how to do self-assessment. Students who have never experienced self-assessment may at first claim that feedback is solely "the teacher's job." Research suggests, however, that once students realize that information from both teacher feedback and their own self-assessment can help them improve, they will process material more deeply, persist longer, and try harder. In short, they will become more self-regulated learners.