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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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Abstract:
Few studies have examined how teachers’ oral feedback in whole-class interactions is received, perceived and used by students to enhance learning. This paper details an in-depth study of secondary teachers’ and students’ reflective comments on classroom oral feedback. The study examined perceptions of teachers and students in English and mathematics classroom interactions. Key findings showed that much teacher feedback was not recognised by students, and that when feedback was recognised it was often not perceived as the teacher had intended. Further, feedback in mathematics was more often recognised and perceived as intended compared to English. If feedback is not received by students, or not perceived as intended by the provider, it is unlikely that the feedback message will achieve its intended effect of supporting student learning. The study provides evidence that feedback perceptions – and thus feedback effectiveness – are context-dependent, subject-dependent, and individual-dependent.
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Keyword:
3304 Education; Education
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URL: https://espace.library.uq.edu.au/view/UQ:f2179e4
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Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
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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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