Evaluating_and_Selecting_Assessments.docx ESL-533 Evaluating and Selecting Assessments Grand Canyon University ESL-533 Evaluating and Selecting Assessments Feedback All the concepts, principles, and checklist i
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Evaluating_and_Selecting_Assessments.docx ESL-533 Evaluating and Selecting Assessments Grand Canyon University ESL-533 Evaluating and Selecting Assessments Feedback All the concepts, principles, and checklist items are essential for evaluating assessments and need to be balanced to work in harmony. The first checklist item selected is the feedback: links to the extent to which communication remains key in the exchange and flow of information. Feedback is a two-way form of communication that helps the teacher understand ELL students. In this case, teachers concentrate on the comments looking for pointers on strengths and areas that need improvement. The process further involves senders transmitting information to receivers. Thus, effective communication would occur only when the receiver comprehends the sender's basic idea focused on transmitting. Overall, communication remains a vicious cycle, continuing to send information to respondents (Evans, 2013). The cycle will end if they share comments and understandings with the speaker regarding the nature of comprehension. Such a process exists as feedback. Thus, feedback is critical in communication as it allows senders to know the extent to which the recipient understood the resultant message (Henderson et al., 2019). This instance stands whether the recipient understood and agreed with the message or not. Ideally, recipients are not tied to passive content absorption. They instead receive content and respond on the subject matter as would have ELL stude. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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