Praising the process: can effort-graded feedback improve the motivation, engagement and attainment of students with the formative assessment process?
<p>This study built on a previous piece of my research, which found that student perceptions of the efficacy of feedback do not always match what both teachers and the literature might expect. A new model of written feedback was implemented in the classroom that praises the process of learning...
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| 格式: | Thesis |
| 语言: | English |
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2016
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