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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 Hits 21 – 40 of 93 21 An investigation into programme level approaches to feedback: Influences on students' learning and feedback literacy Davis, Kimberly. - 2020 BASE Show details 22 LitCrit: exploring intentions as a basis for automated feedback on Related Work. ... Casey, Arlene Jane. - : The University of Edinburgh, 2020 BASE Show details 23 Relation between acoustic and articulatory dimensions of speech sounds: Data and R code ... Klein, Eugen. - : Mendeley, 2020 BASE Show details 24 Relation between acoustic and articulatory dimensions of speech sounds: Data and R code ... Klein, Eugen. - : Mendeley, 2020 BASE Show details 25 A Simple 3-Parameter Model for Examining Adaptation in Speech and Voice Production ... Unkn Unknown. - : My University, 2020 BASE Show details 26 Understanding Graduate Writers’ Interaction with and Impact of the Research Writing Tutor during Revision Cotos, Elena; Huffman, Sarah Rebecca; Link, Stephanie In: Center for Communication Excellence Publications (2020) BASE Show details 27 Examining the role of feedback on agricultural communications students’ writing self-efficacy and self-determined motivation Banwart, Haley Marie In: Graduate Theses and Dissertations (2020) BASE Show details 28 Solid (Loud) Matter : Voice and Acoustic Feedback in Performance ... Normoyle, Kusum. - : UNSW Sydney, 2020 BASE Show details 29 Potential pitfalls of interpreting data from English-French tandem conversations ... Scheuer, Sylwia; Horgues, Céline. - : Zenodo, 2020 BASE Show details 30 Potential pitfalls of interpreting data from English-French tandem conversations ... Scheuer, Sylwia; Horgues, Céline. - : Zenodo, 2020 BASE Show details 31 Why Didn’t You Tell Me That Before? Engaging Students in Feedback within UK Higher Education Wolstencroft, Peter; de Main, Leanne. - : Taylor and Francis, 2020 BASE Show details 32 Learning from and Engaging with Assessment and Feedback (LEAF): Growing Practice Robinson, Emma; Mottiar, Ziene; Byrne, Greg... In: Irish Journal of Academic Practice (2020) BASE Show details 33 Interpreting the value of feedback: Older adult voices in nursing education Dugmore, Helen; Carr, Sandra; Saunders, Rosemary In: Research outputs 2014 to 2021 (2020) BASE Show details 34 An Intervention to Improve the Evaluation of Clerkship Students Thompson, Landon; Hettlinger, Marc; Goebel, Lynne J. In: Marshall Journal of Medicine (2020) BASE Show details 35 Supporting Emergent Bilingual Professional Development through Supervisor Feedback Guise, Megan; Hegg, Sarah; Ronan, Briana... In: Journal of Educational Supervision (2020) BASE Show details 36 "It's Not Like He Was Being a Robot:" Student Perceptions of Video-Based Writing Feedback in Online Graduate Coursework Marshall, David T.; Love, Savanna M.; Scott, LaRon In: International Journal for the Scholarship of Teaching and Learning (2020) BASE Show details 37 Feedback Control in Treatment for Apraxia of Speech ... Unkn Unknown. - : Temple University. Libraries, 2020 BASE Show details 38 The Formative Potential of Standards-Based Grades and Report Cards CAMERON, LATHAM,JENNER. - 2020 Abstract: Following the initial standards reform movement in U.S. education to establish learning objectives for subject curricula, standards-based grades (SBGs) and standards-based report cards (SBRCs) are theorized to unlock the formative potential in these traditionally summative means. Research on this initiative is in its infancy and my thesis focuses on four areas which remain under- investigated: the degree to which the SBG and SBRC formative rationale holds true; SBG and SBRC impact on student motivation; student perceptions of SBGs and SBRCs; and how the SBRC form impacts student meaning making. My mixed methods case study took place within the middle school of an American international school during the school’s final years with traditional letter grades and its initial years of implementing SBG and SBRC reform. I investigated the meaning students constructed from grades and report cards with the two systems, and how the SBG and SBRC shift impacted student motivation. Results were interpreted using formative assessment theory, the work of Vygotsky and Wertsch, and Self-Determination Theory. Focus group findings revealed that students perceived letter grades uniformly as summative measures, but two contrasting student constructions of SBGs and SBRCs were found: an autonomy supporting formative function through connecting them to criteria rubrics, and a controlling extra step obscuring letter grade standing. It is concluded that schools hoping to maximize the formative potential of SBRCs should avoid a hybrid SBRC. Quantitatively, questionnaire results indicated the SBRC shift had minimal impact on the average motivation of the student population. Integrating focus group results with these quantitative findings, I argue that gains in autonomous motivation within some constructions of SBGs and SBRCs were negated by losses from other constructions. These findings reveal the potential of SBGs and SBRCs to positively impact student learning and motivation, while also raising questions about their successful implementation for all students. Keyword: Assessment; Feedback; Focus Groups; Formative Assessment; Grades; Mixed Methods; Motivation; Report Cards; Self-Determination Theory; Standards-Based Grades; Standards-Based Report Cards; Vygotsky; Wertsch URL: http://etheses.dur.ac.uk/13699/ http://etheses.dur.ac.uk/13699/1/000632724_Latham_Cameron_Thesis_Examiner_Revisions_.pdf BASE Hide details 39 Providing Students with Multimodal Feedback Experiences Martin, Dan In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2020) BASE Show details 40 El feedback como herramienta didáctica para el desarrollo de la autonomía en la adquisición de lenguas extranjeras Bailini, S. (orcid:0000-0002-4874-5752). - 2020 BASE Show details Page: 1 2 3 4 5

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