By David Matheson, Edudemic
The need for teachers to develop quality material outside class time is a genuine drain on their limited time and becomes a significant obstacle to the uptake of flipping. In a seemingly unrelated topic research is making an ever stronger case that effective feedback in a clear and timely manner has a significant influence of the achievement of student outcomes. This is especially the case for students facing high stakes examinations toward the end of their school experience. Summative evaluation through examinations is far from a new idea nor is returning papers and suggested answers. However, the merging of flipped classrooms and examination feedback may shed new insights and opportunities.
http://www.edudemic.com/flipped-feedback/
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