Und dann auf "Zum Home-Bildschirm [+]".
Stöbern
genialokal zum Startbildschirm hinzufügen
Installieren Sie die genialokal App auf Ihrem Startbildschirm für einen schnellen Zugriff und eine komfortable Nutzung.
Installieren Sie die genialokal App auf Ihrem Startbildschirm für einen schnellen Zugriff und eine komfortable Nutzung.
Ihr gewünschter Artikel ist in 0 Buchhandlungen vorrätig - wählen Sie hier eine Buchhandlung in Ihrer Nähe aus:
This volume addresses the pivotal role of feedback in enhancing students' motivation and learning. Through a series of innovative studies, it uncovers the intricacies of how students perceive and utilize feedback, offering practical strategies for educators while bridging the gap between feedback research and classroom practice.
Lan Yang is Associate Professor at the Education University of Hong Kong, specializing in studying the connection between feedback, psychological constructs, learning and achievement. Dr. Yang also heads the Psychology and Assessment SIG within the university's Key Research Area on Assessment Research To Improve Student-Learning and Teaching (ARTIST, https://www.eduhk.hk/artist/team.html). Ming Ming Chiu is Chair (Distinguished) Professor of Analytics and Diversity at The Education University of Hong Kong. He invented statistical discourse analysis (SDA), multilevel diffusion analysis (MDA), artificial intelligence Statistician, and online detection of sexual predators. He studies fake news, inequalities, learning, international comparisons, and automatic statistical analyses. Zi Yan, a Professor at the Education University of Hong Kong, is an Associate Director at the Analytic/Assessment Research Centre and the leader of the Key Research Area on Assessment Research To Improve Student-learning and Teaching (ARTIST). His research centers on educational assessment, student self-assessment, Rasch measurement.
Introduction to unlocking the power of teacher feedback: a student-centric perspective 1. The role of teacher feedback-feedforward and personal best goal setting in students' mathematics achievement: a goal setting theory perspective 2. Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs 3. Supporting students' engagement with teachers' feedback: the role of students' school identification 4. Promoting student engagement with teacher feedback through rebuttal writing 5. Effects of cognitive appraisal styles and feedback types on feedback acceptance and motivation for challenge 6. A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback
