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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 Hits 1 – 13 of 13 1 Assessment Tools for Teaching and Learning v4 Manual ... HATTIE, JOHN; Brown, Gavin; Keegan, Peter. - : The University of Auckland, 2021 BASE Show details 2 Assessment Tools for Teaching and Learning v4 Manual ... HATTIE, JOHN; Brown, Gavin; Keegan, Peter. - : The University of Auckland, 2021 BASE Show details 3 What is my next step? School students' perceptions of feedback Brooks, Cameron; Huang, Yangtao; Hattie, John; Carroll, Annemaree; Burton, Rochelle. - : Frontiers Research Foundation, 2019 Abstract: Feedback literature is dominated by claims of large effect sizes, yet there are remarkable levels of variability relating to the effects of feedback. The same feedback can be effective for one student but not another, and in one situation but not another. There is a need to better understand how students are receiving feedback and currently there is relatively little research on school students' perceptions of feedback. In contrast, current social constructivist and self-regulatory models of feedback see the learner as an active agent in receiving, interpreting, and applying feedback information. This paper aims to investigate school student perceptions of feedback through designing a student feedback perception questionnaire (SFPQ) based upon a conceptual model of feedback. The questionnaire was used to collect data about the helpfulness to learning of different feedback types and levels. Results demonstrate that the questionnaire partially affirms the conceptual model of feedback. Items pertaining to feed forward (improvement based feedback) were reported by students as most helpful to learning. Implications for teaching and learning are discussed, in regard to how students receive feedback. Keyword: 3304 Education; assessment; feedback; learning; perceptions; self-regulation; teachers URL: https://espace.library.uq.edu.au/view/UQ:9970c96 BASE Hide details 4 Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task Gan, Mark J. S.; Hattie, John In: Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media 42 (2014) 6, 861-878 OLC Linguistik Show details 5 Setting academic achievement goals in primary schools Hastie, Sandra K. - : ResearchSpace@Auckland, 2013 BASE Show details 6 The Development of the Universal Ethnic Identity Scale (UEIS) for use in an Australian context Rooney, Rosanna; Nesdale, Drew; Kane, Robert. - : John Wiley & Sons Ltd., 2012 BASE Show details 7 Oral expression of five and six year olds in low socio-economic schools van Hees, Jannie. - : ResearchSpace@Auckland, 2011 BASE Show details 8 The Effects of Prompts and Explicit Coaching on Peer Feedback Quality Gan, Joo Seng Mark. - : ResearchSpace@Auckland, 2011 BASE Show details 9 Student-led conferences : an alternative reporting method Taylor-Patel, Cherie. - : ResearchSpace@Auckland, 2011 BASE Show details 10 Glasses have two lenses: the use of an acronymous metacognitive learning strategy to improve reading comprehension on the Internet Pope, Kevin Barry. - : ResearchSpace@Auckland, 2010 BASE Show details 11 Academic target setting : Formative use of achievement data Smith, Samantha Lynn. - : ResearchSpace@Auckland, 2010 BASE Show details 12 The mechanism of washback on teaching and learning Mizutani, Satomi. - : ResearchSpace@Auckland, 2009 BASE Show details 13 Validity of Test Score Interpretations For Three Self-concept Measures Based on Differing Theoretical Models Fletcher, Richard B.; Marshall, Dru; Nielsen, Brian... In: Perceptual & motor skills. - Thousand Oaks, CA : SAGE Publications 99 (2004) 2, 565-574 OLC Linguistik Show details

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