Education / Technology

Supporting Teaching Principles in K–12

GoReact aids in teaching and learning by facilitating top principles recommended by the Coalition for Psychology in Schools and Education.

The Coalition for Psychology in Schools and Education CPSE, working with the support of the American Psychological Association, identified and validated a set of principles from psychological science as the “most essential for facilitating successful classroom teaching and learning.”

While all of the principles are worthy of review and resonate with great teaching that we practice or have experienced, I wanted to highlight two that jump out as being especially easy when using GoReact to capture performance and provide appropriate feedback. Although these principles were directed at preK-12 specifically, many of our customers have shared their successes implementing these concepts when targeting young adult and adult students both inside and outside of formal education.

Clear and Timely Feedback

We’ve all received feedback that was difficult to act on because it was vague or unremarkable. Similarly, even great feedback received after a situation has been lost from memory leaves us wanting for more. Clearly explained feedback, as opposed to more abstract and superficial responses, increases motivation and understanding. The CPSE explains that “clear learning goals help to increase the effectiveness of feedback to students because the comments can be directly tied to the goals, and regular feedback prevents students from getting off track in their learning.”

When providing feedback in GoReact, the video is automatically paused to give the instructor time to provide quality feedback before moving on. Whether leaving time-coded feedback or a more qualitative end note, GoReact provides ample room for clear feedback that can be reviewed by the student as soon as it is saved, maximizing the student’s ability to map the feedback to specific sections of their performance.

Measuring with Well-defined Standards

As we know, there has been a great deal of effort expended to discover, test, and disseminate effective measurement and assessment methods and techniques. Leveraging these reliable assessment standards will help us avoid making critical decisions based on a single test or even multiple poorly-formed tests.

While GoReact is appropriately silent on which assessments may be right for you and your students, we do provide easy tools for implementing those measurements once you’ve identified them. Through moment-to-moment ratings, participation indicators, and especially our rubric builder, you can effectively model many assessment methods. Additionally, when you use the same rubric across multiple assignments and even courses, summative achievement can be observed and encouraged.

“Fairness is a component of validity. Valid assessment requires saying clearly what an assessment is and is not supposed to measure and requires evidence of this for all test takers. Tests showing real, relevant differences are fair; tests showing differences that are unrelated to the purpose of the test are not.”

GoReact’s rubric builder allows you to create many discrete criteria that focus on specific aspects of the performance, helping your scoring to stay focused and avoiding related but less relevant factors. With this formative scoring in hand, you can confidently review individual student performance and work towards refining the overall reliability of your assessments.

While GoReact makes every effort to facilitate and empower skills and performance-based teaching and learning, we recognize that how you teach is as diverse as your students. As new techniques are validated and reliable approaches reasserted, we continue to try to work those concepts into our product so that you have the tools you need to encourage, teach, and support the next generation of great communicators.

American Psychological Association, Coalition for Psychology in Schools and Education. (2015).
Top 20 principles from psychology for preK–12 teaching and learning.
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