Sustainable Feedback Cycles

Froggy Jumps

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Continuous feedback for improvement

Created by

Coordinación Académica

Spain

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Froggy Jumps Sustainable Feedback CyclesOnline version Continuous feedback for improvement by Coordinación Académica 1 What is the core idea of sustainable feedback in schools? a Feedback is a continuous, integrated process b Feedback is optional for teachers c Feedback happens only at year-end 2 Which sources should be coordinated in sustainable feedback? a Only administrator reports b Exam scores alone c Assessment data, student voice, and teacher reflections 3 What is a key benefit of continuous feedback systems? a Increased workload with no payoffs b Slower decision-making c Early identification of emerging challenges 4 How should feedback be used in sustainable systems? a To justify staff reductions b To replace teaching with automation c To inform decision-making across levels 5 What culture should be fostered around feedback? a Feedback as a control tool b Feedback as a one-off event c Feedback as a resource for professional growth 6 What is essential for establishing these processes? a Avoid data interpretation tools b Limit data access c Allocate time for collaborative analysis 7 How do sustainable feedback cycles help monitoring initiatives? a Ignore data after implementation b Only review yearly reports c Regularly analyse evidence and adjust as needed 8 What role does learning analytics play? a Replace qualitative feedback b Measure only attendance c Provide digital data to inform actions 9 Which action is linked to proactive responses? a Wait for formal audits b React only to complaints c Address engagement or performance trends early 10 What institutional condition supports reflection? a Tools and time for collaborative analysis b Rigid schedules c Limited discussion forums

Froggy Jumps

Sustainable Feedback CyclesOnline version

Continuous feedback for improvement

by Coordinación Académica

What is the core idea of sustainable feedback in schools?

Feedback is a continuous, integrated process

Feedback is optional for teachers

Feedback happens only at year-end

Which sources should be coordinated in sustainable feedback?

Only administrator reports

Exam scores alone

Assessment data, student voice, and teacher reflections

What is a key benefit of continuous feedback systems?

Increased workload with no payoffs

Slower decision-making

Early identification of emerging challenges

How should feedback be used in sustainable systems?

To justify staff reductions

To replace teaching with automation

To inform decision-making across levels

What culture should be fostered around feedback?

Feedback as a control tool

Feedback as a one-off event

Feedback as a resource for professional growth

What is essential for establishing these processes?

Avoid data interpretation tools

Limit data access

Allocate time for collaborative analysis

How do sustainable feedback cycles help monitoring initiatives?

Ignore data after implementation

Only review yearly reports

Regularly analyse evidence and adjust as needed

What role does learning analytics play?

Replace qualitative feedback

Measure only attendance

Provide digital data to inform actions

Which action is linked to proactive responses?

Wait for formal audits

React only to complaints

Address engagement or performance trends early

What institutional condition supports reflection?

Tools and time for collaborative analysis

Rigid schedules

Limited discussion forums

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Sustainable Feedback Cycles

Froggy Jumps

About this activity

Created by

Download the paper version to play

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Sustainable Feedback CyclesOnline version

by Coordinación Académica

What is the core idea of sustainable feedback in schools?

Which sources should be coordinated in sustainable feedback?

What is a key benefit of continuous feedback systems?

How should feedback be used in sustainable systems?

What culture should be fostered around feedback?

What is essential for establishing these processes?

How do sustainable feedback cycles help monitoring initiatives?

What role does learning analytics play?

Which action is linked to proactive responses?

What institutional condition supports reflection?

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