Literaturnachweis - Detailanzeige
| Autor/inn/en | Havnes, Anton; Smith, Kari; Dysthe, Olga; Ludvigsen, Kristine |
|---|---|
| Titel | Formative Assessment and Feedback: Making Learning Visible |
| Quelle | In: Studies in Educational Evaluation, 38 (2012) 1, S.21-27 (7 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0191-491X |
| DOI | 10.1016/j.stueduc.2012.04.001 |
| Schlagwörter | Feedback (Response); Formative Evaluation; Secondary Schools; Vocational Education; Norwegian; English (Second Language); Mathematics; School Surveys; Interviews; Focus Groups; Student Attitudes; Teacher Attitudes; Gender Differences; Foreign Countries; Norway |
| Abstract | The study explores how assessment information is received and attended to. The research is linked to a 2-year intervention project involving six Norwegian upper secondary schools, and with a particular focus on vocational training and the three core subjects: English, Norwegian and Mathematics. Survey data was collected from five schools, including both vocationally and academically oriented education. Other sources of data are focus-group interviews in three of the five schools, involving students, teachers and school leaders. Findings show that there are significant differences in how students and teachers perceive feedback practices. There are also significant differences between boys and girls, as well as within the various school subjects. Students experience more feedback in vocational training than in the more traditional academic subjects. (Contains 4 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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