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The Relationship among EFL Learners' Self-Regulation, Locus of Control, and Preference for Vocabulary Acquisition
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In: Applied Linguistics Research Journal, Vol 2, Iss 1, Pp 12-24 (2018) (2018)
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Profiling writers: analysis of writing dynamics among college students
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In: ISSN: 1556-1623 ; EISSN: 1556-1631 ; Metacognition and Learning ; https://hal.archives-ouvertes.fr/hal-01991784 ; Metacognition and Learning, Springer Verlag, 2017, 12 (2), pp.233-273. ⟨10.1007/s11409-016-9166-6⟩ (2017)
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The analysis of cognitive processes as a tool for translator training ; L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs
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In: https://tel.archives-ouvertes.fr/tel-01823032 ; Linguistique. Université Grenoble Alpes, 2017. Français. ⟨NNT : 2017GREAL034⟩ (2017)
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An academic and professional preparatory curriculum design and supplemental academic advisement tool: self-regulation, ethics, and communication for engineering graduate students ...
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Unregulated Space: Text-Messaging Habits as a Predictor of Punctuation Errors in the Academic Writing of College Students
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In: Doctoral Dissertations and Projects (2017)
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DBT-A and Parental Inclusion in Skills Training Groups
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In: Master of Social Work Clinical Research Papers (2017)
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| 47 |
Exploring the Impacts of the Parent-Child Mother Goose Program
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Weber, Natasha. - : University of Alberta. Department of Human Ecology., 2017
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A systematic review of language learner strategy research in the face of self-regulation
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A systematic review of language learner strategy research in the face of self-regulation
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Self-Regulation in the Kindergarten Classroom: Co-Constructing Pedagogical Knowledge
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The formation of secondary linguistic identity in the process of future pharmacists’ individual work ; Формування вторинної мовної особистості майбутніх фармацевтів у процесі самостійної роботи
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In: ScienceRise: Pedagogical Education; № 6 (14) (2017); 14-18 ; 2519-4984 ; 2519-4976 (2017)
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An early years toolbox for assessing early executive function, language, self-regulation, and social development: Validity, reliability, and preliminary norms
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In: Faculty of Social Sciences - Papers (Archive) (2017)
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Classroom Based Mindfulness and its Impact on Peer Relationships
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Classroom Based Mindfulness and its Impact on Peer Relationships
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An Action Research on the Development of Self-regulated Writing Strategies of Turkish EFL Students
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In: Eurasian Journal of Applied Linguistics, Vol 3, Iss 2, Pp 191-204 (2017) (2017)
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A Lattice Model of the Development of Reading Comprehension.
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In: Child development perspectives, vol 10, iss 4 (2016)
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Can grit fix the achievement gap? An investigation of grit's conceptual uniqueness and predictive value in diverse student achievement ...
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Riley, Lynsey W. - : Digital Repository at the University of Maryland, 2016
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Behavioral approach and fear moderates the relationship between insensitive/intrusive parenting and early language development
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Translating evidence-based guidelines to improve feedback practices: the interACT case study
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Abstract:
BACKGROUND: There has been a substantial body of research examining feedback practices, yet the assessment and feedback landscape in higher education is described as 'stubbornly resistant to change'. The aim of this paper is to present a case study demonstrating how an entire programme's assessment and feedback practices were re-engineered and evaluated in line with evidence from the literature in the interACT (Interaction and Collaboration via Technology) project. METHODS: Informed by action research the project conducted two cycles of planning, action, evaluation and reflection. Four key pedagogical principles informed the re-design of the assessment and feedback practices. Evaluation activities included document analysis, interviews with staff (n = 10) and students (n = 7), and student questionnaires (n = 54). Descriptive statistics were used to analyse the questionnaire data. Framework thematic analysis was used to develop themes across the interview data. RESULTS: InterACT was reported by students and staff to promote self-evaluation, engagement with feedback and feedback dialogue. Streamlining the process after the first cycle of action research was crucial for improving engagement of students and staff. The interACT process of promoting self-evaluation, reflection on feedback, feedback dialogue and longitudinal perspectives of feedback has clear benefits and should be transferable to other contexts. CONCLUSIONS: InterACT has involved comprehensive re-engineering of the assessment and feedback processes using educational principles to guide the design taking into account stakeholder perspectives. These principles and the strategies to enact them should be transferable to other contexts.
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Keyword:
Action research; Assessment; Dialogue; Feedback; Higher education; Medical education; Online distance learning; Postgraduate; Self-regulation
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URL: http://hdl.handle.net/10536/DRO/DU:30081446
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A written, reflective and dialogic strategy for assessment feedback that can enhance student/teacher relationships
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