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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 6...19 Hits 21 – 40 of 377 21 Correlation assessment between working and academic performance Nur Shahida Ab Fatah; Nur Ainna Ramli; Dian Darina Indah Daruis. - : Winter and Spring 2021, 2021 BASE Show details 22 An investigation of EAP teachers’ views and experiences of e-learning technology Dhillon, Sundeep; Murray, Neil. - : M D P I AG, 2021 BASE Show details 23 Facilitation of information literacy through a multilingual MOOC considering cultural aspects Dreisiebner, S.; Polzer, A. K.; Robinson, L.. - : Emerald, 2020 BASE Show details 24 Barriers to academic help-seeking: the relationship with gender-typed attitudes Brown, D.; Barry, J. A.; Todd, B.. - : Informa UK Limited, 2020 BASE Show details 25 The Conundrum of Low Achievement and Feedback for Learning Pitt, Edd; Bearman, Margaret; Esterhazy, Rachelle. - : Taylor & Francis, 2020 Abstract: The literature on improving student engagement with assessment and feedback has a tendency to treat all students as if they are the same. Students with lower levels of attainment are generally underrepresented within empirical studies and their feedback behaviours are less well understood. The recent drive to improve student assessment and feedback literacy and the move from ‘feedback’ being information about a task to being a process of understanding and using performance information is a larger conceptual leap for some students than others. In this paper, we consider issues surrounding the transition to new modes of feedback, focusing on what is needed for those who find study difficult and persistently are disappointed by their levels of attainment, to benefit from and take advantage of our feedback pedagogies. We examine literature advocating strategies such as increasing agency, using praise, developing feedback literacy and cultivating a growth mind-set. We argue that students who underachieve may benefit from strong relationships with educators and peers; exposure to feedback rich, low stakes environments, which permit repeated integrations of practice and feedback and building feedback literacy through peer assessment activities. Keyword: LB2300 Higher Education URL: https://kar.kent.ac.uk/75359/1/The%20conundrum%20of%20low%20achievement%20and%20feedback%20for%20learning_Accepted.docx https://kar.kent.ac.uk/75359/3/__files.kent.ac.uk_usersJ_jc2056_Home_My%20Files_The%20conundrum%20of%20low%20achievement%20and%20feedback%20for%20learning_Accepted%20%281%29.pdf https://kar.kent.ac.uk/75359/ https://doi.org/10.1080/02602938.2019.1630363 BASE Hide details 26 Interdisciplinary collaborative writing for publication with exiled academics: the nature of relational expertise Heron, Marion; Parkinson, Tom; Alajaj, Nidal. - : Routledge, 2020 BASE Show details 27 International students’ participation in intercultural classrooms at a UK university Wang, Sihui. - 2020 BASE Show details 28 Stories of autonomy: international students successfully surviving, striving and thriving in a second-language ecosystem Morrison, Brian. - 2020 BASE Show details 29 Learner autonomy in a blended learning English language course: a case study of a Pakistani university Ayesha, Abida. - 2020 BASE Show details 30 Secondary teachers' perceptions of Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland in an era of continuing curricular and assessment development MacFarlane, Rona Elizabeth. - 2020 BASE Show details 31 Watching the Higher Education (HE) Lecture: Could the Repertoire of the HE Lecturer be Enriched Through an Understanding of a Notion of Performance? James, Michael Parry. - 2020 BASE Show details 32 Work Integrated Learning and Self-Perceptions Regarding the Work Role: A Longitudinal Study McGrane, Margaret Angela. - 2020 BASE Show details 33 Phenomenology and networked learning: mobilage glimpsed from the inside through an online focus group Johnson, Mike. - : Aalborg University, Denmark, 2020 BASE Show details 34 Applying Solution Focused Approaches as a participatory method to amplify student voice in a Higher Education context. Sewell, Alexandra; Kennett, Anastasia; South, Harry. - : RAISE Network, 2020 BASE Show details 35 Assessment insights from the Margins: Garnering the Views of Learners with Disabilities Through Lesson Study Dart, Gareth; Bracken, Seán; Pinheiro de Olivera, J.. - 2020 BASE Show details 36 Building the bridge of affordances : exploring teacher research support in a university language centre Al Rawahi, Abdullah Khalfan. - 2020 BASE Show details 37 Constraints on innovation in English language teaching in hinterland regions of China Murray, Neil; Liddicoat, Anthony; Zhen, Gavin. - : Sage Publications Ltd., 2020 BASE Show details 38 Unlearning through Mad Studies: Disruptive pedagogical praxis Snyder, S. N.; Pitt, K. A.; Shanouda, F.. - 2019 BASE Show details 39 Ethnography and autoethnography in ELT research: Querying the axiomatic Stanley, P. - : Springer, 2019 BASE Show details 40 The Use of Humour in the Off-task Spaces of the Language Classroom Victoria, Mabel. - : Oxford University Press, 2019 BASE Show details Page: 1 2 3 4 5 6...19

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