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Evaluation of the ‘Feedback Engagement Enhancement Tool’ to examine and enhance students’ engagement with feedback on their writing
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Student perceptions of assessment feedback: a critical scoping review and call for research
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Using simulation to teach undergraduate nursing and midwifery students research design
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Towards effective feedback: an investigation of teachers’ and students’ perceptions of oral feedback in classroom practice
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
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Abstract:
Formative assessment has the potential to support teaching and learning in the classroom. This study reviewed the literature on formative assessment to identify prerequisites for effective use of formative assessment by teachers. The review sought to address the following research question: What teacher prerequisites need to be in place for using formative assessment in their classroom practice? The review was conducted using a systematic approach. A total of 54 studies were included in this review. The results show that (1) knowledge and skills (e.g., data literacy), (2), psychological factors (e.g., social pressure), and (3) social factors (e.g., collaboration) influence the use of formative assessment. The prerequisites identified can inform professional development initiatives regarding formative assessment, as well as teacher education programs.
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Keyword:
3304 Education; Assessment for learning; Classroom practice; Data-based decision making; Formative assessment; Systematic review; Teacher prerequisites
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URL: https://espace.library.uq.edu.au/view/UQ:9f47465
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Bridging disciplinary knowledge: the challenge of integrating EAP in business education
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Dialogic teaching during cooperative inquiry-based science: a case study of a year 6 classroom
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Using a culturally responsive approach to develop early algebraic reasoning with young diverse learners
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Data use as the heart of data literacy: an exploration of pre-service teachers’ data literacy practices in a teaching performance assessment
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Opening the Romance Verbal Inflection Dataset 2.0: a CLDF Lexicon
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Less is more? The impact of written corrective feedback on corpus-assisted L2 error resolution
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Global citizenship education practices in Singapore and Australia: the fusion of the global eye with the national eye
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Holding the mirror up to converted languages: two grammars, one lexicon
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The CEFR as a national language policy in Vietnam: insights from a sociogenetic analysis
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Emotion and its management: the lens of language and social psychology
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Talking together: how language documentation and teaching practice support oral language development in bilingual education programs
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Assessing communication behaviours of hospital pharmacists: how well do the perspectives of pharmacists, patients, and an independent observer align?
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Beyond motivation: Investigating Thai English major students’ grit
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Prophets, pastors and profiteering: exploring external providers’ enactment of pastoral power in school wellbeing programs
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