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Pagina 239
... more effec- tive at raising writing achievement than simple evaluative feedback . This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades .
... more effec- tive at raising writing achievement than simple evaluative feedback . This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades .
Pagina 241
Hattie and Timperley's ( 2007 ) meta - analysis suggested that feedback that scaffolds students ' understanding and is related to learning goals was most effective at raising student achievement . In discussing the use of feedback to ...
Hattie and Timperley's ( 2007 ) meta - analysis suggested that feedback that scaffolds students ' understanding and is related to learning goals was most effective at raising student achievement . In discussing the use of feedback to ...
Pagina 242
In fact , student oriented feedback has been shown to be ineffective at raising student achievement ( Hattie & Timperley , 2007 ; Kluger & DeNisi , 1996 ) . This relates back to how feedback serves as an element in formative assessment ...
In fact , student oriented feedback has been shown to be ineffective at raising student achievement ( Hattie & Timperley , 2007 ; Kluger & DeNisi , 1996 ) . This relates back to how feedback serves as an element in formative assessment ...
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Bibliografische gegevens
| Titel | Reading Horizons, Volume 49,Nummer 3 |
| Bijdragers | Western Michigan University. Reading Center and Clinic, Homer L.J. Carter Reading Council, Western Michigan University. Psycho-Educational Clinic, Western Michigan University. College of Education |
| Uitgever | College of Education Western Michigan University and the Homer L.J. Carter Reading Council, 2009 |
| Oorspronkelijk uit | de University of California |
| Gedigitaliseerd | 14 april 2017 |
| Citatie exporteren | BiBTeX EndNote RefMan |