The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning : An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia
المؤلفون المشاركون
المصدر
Education Research International
العدد
المجلد 2014، العدد 2014 (31 ديسمبر/كانون الأول 2014)، ص ص. 1-14، 14ص.
الناشر
Hindawi Publishing Corporation
تاريخ النشر
2014-02-27
دولة النشر
مصر
عدد الصفحات
14
التخصصات الرئيسية
الملخص EN
This study shows that there is positive regulatory effect of feedback from pupils to teachers on Assessment for Learning (AfL), classroom proactiveness, and on visible and progressive learning but not on behaviour.
This research finding further articulates feedback from pupil to teacher as a paradigm shift from the classical paradigm of feedback from teacher to pupil.
Here, the emphasis is geared towards pupils understanding of objectives built from previous knowledge.
These are then feedback onto the teachers by the pupils in the form of discrete loops of cues and questions, where they are with their learning.
This therefore enables them to move to the next level of understanding, and thus acquired independence, which in turn is reflected by their success in both formative and summative assessments.
This study therefore shows that when feedback from pupil to teacher is used in combination with teacher to pupil feedback, AfL is ameliorated and hence, visible and accelerated learning occurs in a gender, nor subject non-dependent manner.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Ndisang, Daniel& Benson, Alan. 2014. The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning : An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia. Education Research International،Vol. 2014, no. 2014, pp.1-14.
https://search.emarefa.net/detail/BIM-478716
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Ndisang, Daniel& Benson, Alan. The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning : An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia. Education Research International No. 2014 (2014), pp.1-14.
https://search.emarefa.net/detail/BIM-478716
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Ndisang, Daniel& Benson, Alan. The Effect of Feedback from Pupil to Teacher on Assessment for Leaning and Visible Learning : An Ethnographic Case Study in a Community School in England and the Outcome in a State High School in Queensland, Australia. Education Research International. 2014. Vol. 2014, no. 2014, pp.1-14.
https://search.emarefa.net/detail/BIM-478716
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references
رقم السجل
BIM-478716
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر