Andere Kunden interessierten sich auch für
![Enhancing Learning through Formative Assessment and Feedback]( "Enhancing Learning through Formative Assessment and Feedback")
Enhancing Learning through Formative Assessment and Feedback26,99 €![Navigating Students' Mental Health in the Wake of COVID-19]( "Navigating Students' Mental Health in the Wake of COVID-19")
Navigating Students' Mental Health in the Wake of COVID-1934,99 €![Using Student Feedback for Successful Teaching]( "Using Student Feedback for Successful Teaching")
Using Student Feedback for Successful Teaching39,99 €![Using Digital Portfolios to Develop Students' Writing]( "Using Digital Portfolios to Develop Students' Writing")
Using Digital Portfolios to Develop Students' Writing68,99 €![Developing Formative Assessment in STEM Classrooms]( "Developing Formative Assessment in STEM Classrooms")
Developing Formative Assessment in STEM Classrooms123,99 €![Handbook of Formative Assessment in the Disciplines]( "Handbook of Formative Assessment in the Disciplines")
Handbook of Formative Assessment in the Disciplines133,99 €![Active Learning in Higher Education]( "Active Learning in Higher Education")
Active Learning in Higher Education42,99 €
Learners of all levels receive a plethora of feedback messages on a daily - or even hourly - basis. Teachers, coaches, parents, peers - all have suggestions and advice on how to improve or sustain a certain level of performance.
This volume offers insights into the complexity of students' engagement with feedback, the diversity of teachers' feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students' engagement with feedback? And what is the variety of teachers' feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices - however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher's and student's characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.
With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.
This volume offers insights into the complexity of students' engagement with feedback, the diversity of teachers' feedback practices, and the influence of personal assessment beliefs in tension with prevailing contexts. It focuses on two main sections: what is students' engagement with feedback? And what is the variety of teachers' feedback practices? Under these themes, the content covers a broad range of key topics pertaining to instructional feedback, how it operates in a classroom and how students engage with feedback. Unarguably, feedback is a key element of successful instructional practices - however we also know that (a) learners often dread it and dismiss it and (b) the effectiveness of feedback varies depending on teacher's and student's characteristics, specific characteristic of feedback messages that learners receive, as well as a number of contextual variables. What this volume articulates are new ways for learners to engage with feedback beyond recipience and uptake.
With nuanced insights for research and practice, this book will be most useful to teachers, university teacher educators, and researchers working to design and enact new ways of engaging with feedback in schools and beyond.
This book brings new visibility to what is a complex and often hidden process - student engagement with feedback. The authors present a seamless integration of original research with implications for practice that stands to bring new clarity of focus to the research agenda in this important area.
Professor Naomi E. Winstone, Surrey Institute of Education, University of Surrey, UK
So much is given and so little received, understood, or actioned. This is the book that helps turn the feedback tide, with exemplary researchers discussing not only the feedback given, but the feedback received. For those researchers, practitioners and students of feedback, there are rich pickings between these covers.
Laureate Professor Emeritus John Hattie, University of Melbourne, Australia
In recent years, educators have made great strides in offering students personalized feedback that clarifies the learning goals, where students are on the pathway to those goals, and what additional steps must be taken to reach those goals What we have lacked are clear ideas on how to encourage students' meaningful engagement with that feedback and how to help students develop strategies for gaining feedback on their own. This book addresses that critical gap, offering practical, evidence-based guidance to educators at all levels. It is the crucial next step!
Professor Emeritus Tom Guskey, University of Kentucky, USA
Professor Naomi E. Winstone, Surrey Institute of Education, University of Surrey, UK
So much is given and so little received, understood, or actioned. This is the book that helps turn the feedback tide, with exemplary researchers discussing not only the feedback given, but the feedback received. For those researchers, practitioners and students of feedback, there are rich pickings between these covers.
Laureate Professor Emeritus John Hattie, University of Melbourne, Australia
In recent years, educators have made great strides in offering students personalized feedback that clarifies the learning goals, where students are on the pathway to those goals, and what additional steps must be taken to reach those goals What we have lacked are clear ideas on how to encourage students' meaningful engagement with that feedback and how to help students develop strategies for gaining feedback on their own. This book addresses that critical gap, offering practical, evidence-based guidance to educators at all levels. It is the crucial next step!
Professor Emeritus Tom Guskey, University of Kentucky, USA