Discussion:
Assessment-as-Learning: How to use feedback dialogues in practice?

Assessment as Learning:
■ encourages students to take responsibility for their own learning
■ requires students to ask questions about their learning
■ involves teachers and students creating learning goals to encourage growth and development
■ provides ways for students to use feedback to help them understand the next steps in learning
■ encourages peer assessment, self-assessment and reflection.

One of keys to Assessment-as-Learning is the frequent use of feedback dialogues. Feedback during frequent dialogues do create trust, a learning culture, raise interest and self-efficacy. As a consequence, learning sticks better.
So what are feedback dialogues?
Feedback dialogues are frequent interactive exchanges between two or more parties in which opinions (about content, quality, etc.) based on concrete information are shared, interpretations are explained, meanings are exchanged and discussed, and expectations are clarified in a climate of trust, of equality and of appropriate high expectations. They are an integral part of a learning process characterised by urgency, learner agency, collaboration and knowledge exchange. Each feedback dialogue consists of different steps (connection, feed up, feedback, feed forward) whereby the feed forward is always the step for the next dialogue. The learner is at the steering wheel of the feedback dialogue. An important role of the coach is to facilitate the learner's navigation through the successive feedback dialogues.
So how could a real 'feedback dialogue' look like?
1. Making a connection: being on the same wavelength (connection);
2. Feedback is requested, sought by the learner on the basis of the questions he/she has, the development goals he/she has (feed up);
3. Feedback is provided by the learner himself, by the coach/teacher, and by relevant others (peers; project partners, etc.)
4. Feedback is registered interpreted and accepted by the learner (feedback);
5. The learner summarises the feedback and transforms the feedback into a plan of action (feed forward);
6. The learner, coach and relevant others follow up the implementation of the action plan (feed forward) whereby the feedback cycle starts again. start .

How do you use feedback dialogues? Let us know. Share it please.
Looking forward to discuss this with you.