Learners of all levels receive a plethora of feedback messages on a daily â or even hourly â basis. Teachers, coaches, parents, peers â all have suggestions and advice on how to improve or sustain a certain level of performance.
Learners of all levels receive a plethora of feedback messages on a daily â or even hourly â basis. Teachers, coaches, parents, peers â all have suggestions and advice on how to improve or sustain a certain level of performance.
Anastasiya A. Lipnevich is a professor of educational psychology at Queens College and the Graduate Center of the City University of New York. Her research interests include instructional feedback, formative assessment, alternative ways of cognitive and non-cognitive assessment, and the role of psychosocial characteristics in individuals' academic and life achievement. Jessica To is an education research scientist at National Institute of Education (NIE), Nanyang Technological University. Her research interests lie in learner-centered feedback designs, feedback partnerships, peer and self-assessment as well as dialogic use of exemplars. Kelvin Tan Heng Kiat is an associate professor with National Institute of Education's Learning Sciences and Assessment Academic Group. He instructs school leaders in the Leadership in Education program in NIE for learning, and his research interests are on assessment literacy and leadership.
Inhaltsangabe
1. The many dimensions of student engagement with instructional feedback Part 1: What is students' engagement with feedback? 2. What happens in the black box in which students engage with feedback? 3. Students' Emotions in Feedback Engagement 4. Receptivity to Instructional Feedback Part 2: What is the variety of student feedback practices? 5: A typology of feedback practices 6. How do students experience assessment feedback? 7. How do teachers experience assessment feedback? 8. Feedback pedagogy and its implications for feedback partnership(s)? 9. What did we learn and where do we go from here?
1. The many dimensions of student engagement with instructional feedback Part 1: What is students' engagement with feedback? 2. What happens in the black box in which students engage with feedback? 3. Students' Emotions in Feedback Engagement 4. Receptivity to Instructional Feedback Part 2: What is the variety of student feedback practices? 5: A typology of feedback practices 6. How do students experience assessment feedback? 7. How do teachers experience assessment feedback? 8. Feedback pedagogy and its implications for feedback partnership(s)? 9. What did we learn and where do we go from here?
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