Blog Reflection Week Three (Chapter Two)

2. What is the difference between formative feedback and summative feedback?

Instructional design is necessary to create an effective learning environment that incorporates technology. It is the first step in the Design-Plan-Act system. The Dynamic Instructional Design (DID) model is unique in that in contains an important element in which a continuous feedback loop makes certain that the instructional design is functioning properly and effectively.

There are two types of feedback mentioned in the text: formative feedback and summative feedback. Formative feedback occurs within each stage of the DID model. It can even happen while a learning activity or event is taking place and is a continuous measure of successful teaching and learning. Because formative feedback occurs during the design process, changes and manipulations can be made to a teacher’s instructional design to ensure that the learning event is successful.

Formative feedback can be accomplished through observation or derived from data. One example given in the text is that of planning the learning environment for a specific process. The teacher may realize through his or her planning that furniture, lighting, and seating arrangements need to be changed in order to reach an optimal space for the learning goal. Because of formative feedback, the teacher can recognize this need for change, make the necessary adjustments, and then continue in the Dynamic Instructional Design model. All stages of the DID model require formative feedback and continuous adjustments: know the learners, state the objectives, establish the learning environment, identify teaching and learning strategies, identify and select technologies, and make a summative evaluation.

Whereas formative feedback is an ongoing loop throughout each stage of the model, summative feedback is observed or measured at the end of the process. The text refers to summative feedback as the “final check” of the process; however I feel that the summative feedback should be anything but final (48). It is an assessment of whether the transfer of knowledge took place at a satisfactory level. If the transfer was not successful, then adjustments to the DID should be made. Even if a DID was successful, improvements can always find their place.

The key to both forms of feedback is “flexibility.” The educator must come to realize that instructional designs are never set in stone. In fact, the text states, “No design is ever perfect” (62). They are fluid and malleable, and constantly in need of adjusting. Whether a master teacher, or a novice, systematic planning is imperative. Throughout the design and planning process, it imperative that the instructor remains flexible in order to revise plans based on feedback, both formative and summative.

Resource: Lever-Duffy and McDonald, Teaching and Learning with Technology, 3rd ed.