This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.
Feedback: At the heart of - but definitely not all of - formative assessment
págs. 3-28
Becoming proficient: An alternative perspective on the role of feedback
págs. 29-51
págs. 52-78
págs. 79-96
págs. 97-119
págs. 123-144
págs. 145-168
págs. 169-190
Looking closely at mathematics and science classroom feedback practices: Examining artifacts, students´products, and teacher´s communications
págs. 191-218
págs. 219-239
Feedback and noncognitive skills: From working hypotheses to theory-driven recommendations for practice
Diana Murano, Jonathan E. Martin, Jeremy Burrus, Richard D. Roberts
págs. 240-263
Feedback in tertiary education: Challenges and opportunities for enhancing current practices
págs. 264-288
págs. 289-312
360-Degree feedback at the workplace: A transformative learning perspective
págs. 313-332
págs. 335-356
págs. 357-375
págs. 376-408
Providing formative peer feedback: What do we know?
págs. 409-431
págs. 432-450
págs. 451-473
Interactive assessment: Cultural perspectives and practices in the nexus of "heart or mind"
págs. 474-503
págs. 504-515
págs. 519-530
págs. 531-553
Performance feedback and emotions
Thomas Goetz, Anastasiya A. Lipnevich, Maike Krannich, Katarzyna Gogol
págs. 554-574
págs. 575-587
Instructional feedback: Analysis, synthesis, and extrapolation
págs. 591-603
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