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Volumn , Issue , 2013, Pages 30-40

Feedback on feedback: Uncrossing wires across sectors

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EID: 84918933257     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203522813     Document Type: Chapter
Times cited : (13)

References (19)
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  • 2
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  • 5
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    • accessed 20 May 2010
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  • 8
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    • The impact of classroom evaluation practices on students
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    • Crooks, T.J.1
  • 10
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    • The impact of evaluation processes on students
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    • (1987) Educational Psychologist , vol.22 , pp. 155-175
    • Natriello, G.1
  • 12
    • 84982510713 scopus 로고
    • On the definition of feedback
    • Ramaprasad, A. (1983) ‘On the definition of feedback’, Behavioural Sciences28(1): 4-13.
    • (1983) Behavioural Sciences , vol.28 , Issue.1 , pp. 4-13
    • Ramaprasad, A.1
  • 13
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Sadler, D.R. (1989) ‘Formative assessment and the design of instructional systems’, Instructional Science18: 145-65.
    • (1989) Instructional Science , vol.18 , pp. 145-165
    • Sadler, D.R.1
  • 14
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    • Beyond feedback: Developing student capability in complex appraisal
    • Sadler, D.R. (2010) ‘Beyond feedback: developing student capability in complex appraisal’, Assessment and Evaluation in Higher Education35(5): 535-50.
    • (2010) Assessment and Evaluation in Higher Education , vol.35 , Issue.5 , pp. 535-550
    • Sadler, D.R.1
  • 15
    • 73949104611 scopus 로고    scopus 로고
    • Assessment for learning: Sectarian divisions of terminology and concepts
    • Taras, M. (2008) ‘Assessment for learning: sectarian divisions of terminology and concepts’, Journal of Further and Higher Education32(4): 389-97.
    • (2008) Journal of Further and Higher Education , vol.32 , Issue.4 , pp. 389-397
    • Taras, M.1
  • 16
    • 79957641126 scopus 로고    scopus 로고
    • Summative assessment: The missing link for formative assessment
    • Taras, M. (2009) ‘Summative assessment: the missing link for formative assessment’, Journal of Further and Higher Education33(1): 57-69.
    • (2009) Journal of Further and Higher Education , vol.33 , Issue.1 , pp. 57-69
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  • 17
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    • Student self-assessment: Processes and consequences
    • Taras, M. (2010) ‘Student self-assessment: processes and consequences’, Teaching in Higher Education15(2): 199-213.
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  • 18
    • 40049088566 scopus 로고    scopus 로고
    • Keeping learning on track: Classroom assessment and the regulation of learning
    • F.K. Lester (ed.), Greenwich CT: Information Age Publishing
    • Wiliam, D. (2007) ‘Keeping learning on track: classroom assessment and the regulation of learning’, in F.K. Lester (ed.) Second Handbook of Mathematics Teaching and Learning(pp. 1053-8), Greenwich CT: Information Age Publishing.
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  • 19
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    • The assessment of professional competences: The importance of general criteria in Edwards
    • A. Edwards and P. Knight, London: Kogan Page
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    • (1995) Assessing Competence in Higher Education
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