메뉴 건너뛰기




Volumn 88, Issue , 2015, Pages 48-63

Creating formative feedback spaces in large lectures

Author keywords

Feedback; Formative assessment; Higher education; Interactive learning environments; Plenary lectures

Indexed keywords

COMPUTER AIDED INSTRUCTION; EDUCATION; FEEDBACK; TEACHING;

EID: 84929377889     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2015.04.002     Document Type: Article
Times cited : (50)

References (55)
  • 1
    • 79955951475 scopus 로고    scopus 로고
    • Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning
    • H.L. Andrade, G.J. Cizek, Routledge London
    • H.L. Andrade Students as the definitive source of formative assessment: academic self-assessment and the self-regulation of learning H.L. Andrade, G.J. Cizek, Handbook of formative assessment 2010 Routledge London
    • (2010) Handbook of Formative Assessment
    • Andrade, H.L.1
  • 2
    • 81355136141 scopus 로고    scopus 로고
    • Is it the clicker, or is it the question? Untangling the effects of student response system use
    • K. Anthis Is it the clicker, or is it the question? Untangling the effects of student response system use Teaching of Psychology 38 3 2011 189 193
    • (2011) Teaching of Psychology , vol.38 , Issue.3 , pp. 189-193
    • Anthis, K.1
  • 3
    • 84858166331 scopus 로고    scopus 로고
    • Mosaics, triangles and DNA metaphors for integrated analysis in mixed methods research
    • P. Bazeley, and L. Kemp Mosaics, triangles and DNA metaphors for integrated analysis in mixed methods research Journal of Mixed Methods Research 6 1 2012 55 72
    • (2012) Journal of Mixed Methods Research , vol.6 , Issue.1 , pp. 55-72
    • Bazeley, P.1    Kemp, L.2
  • 7
    • 84879665126 scopus 로고    scopus 로고
    • Rethinking models of feedback for learning: The challenge of design
    • D. Boud, and E. Molloy Rethinking models of feedback for learning: the challenge of design Assessment & Evaluation in Higher Education 38 6 2013 698 712
    • (2013) Assessment & Evaluation in Higher Education , vol.38 , Issue.6 , pp. 698-712
    • Boud, D.1    Molloy, E.2
  • 8
    • 3042835441 scopus 로고    scopus 로고
    • Using classroom communication systems to support interaction and discussion in large class settings
    • J.T. Boyle, and D.J. Nicol Using classroom communication systems to support interaction and discussion in large class settings Research in Learning Technology 11 3 2003
    • (2003) Research in Learning Technology , vol.11 , Issue.3
    • Boyle, J.T.1    Nicol, D.J.2
  • 10
    • 66849135264 scopus 로고    scopus 로고
    • An audience response system strategy to improve student motivation, attention and feedback
    • J. Cain, E.P. Black, and J. Rohr An audience response system strategy to improve student motivation, attention and feedback American Journal of Pharmaceutical Education 73 2 2009 1 7
    • (2009) American Journal of Pharmaceutical Education , vol.73 , Issue.2 , pp. 1-7
    • Cain, J.1    Black, E.P.2    Rohr, J.3
  • 11
    • 33847623610 scopus 로고    scopus 로고
    • Clickers in the large classroom: Current research and best-practice tips
    • J. Caldwell Clickers in the large classroom: current research and best-practice tips Life Sciences Education 6 1 2007 9 20
    • (2007) Life Sciences Education , vol.6 , Issue.1 , pp. 9-20
    • Caldwell, J.1
  • 13
    • 84860434516 scopus 로고    scopus 로고
    • Formative assessment: Assessment is for self-regulated learning
    • I. Clark Formative assessment: assessment is for self-regulated learning Educational Psychology Review 24 2 2012 205 249
    • (2012) Educational Psychology Review , vol.24 , Issue.2 , pp. 205-249
    • Clark, I.1
  • 14
    • 84993683936 scopus 로고    scopus 로고
    • Design-based research: An emerging paradigm for educational inquiry
    • Design-Based Research Collective, T
    • Design-Based Research Collective, T Design-based research: an emerging paradigm for educational inquiry Educational Researcher 32 1 2003 5 8
    • (2003) Educational Researcher , vol.32 , Issue.1 , pp. 5-8
  • 15
    • 55649119105 scopus 로고    scopus 로고
    • Focusing the conceptual lens on metacognition, self-regulation and self-regulated learning
    • D.L. Dinsmore, P.A. Alexander, and S.M. Loughlin Focusing the conceptual lens on metacognition, self-regulation and self-regulated learning Educational Psychology Review 20 4 2008 391 409
    • (2008) Educational Psychology Review , vol.20 , Issue.4 , pp. 391-409
    • Dinsmore, D.L.1    Alexander, P.A.2    Loughlin, S.M.3
  • 16
    • 84874568537 scopus 로고    scopus 로고
    • Making sense of assessment feedback in higher education
    • C. Evans Making sense of assessment feedback in higher education Review of Educational Research 83 1 2013 70 120
    • (2013) Review of Educational Research , vol.83 , Issue.1 , pp. 70-120
    • Evans, C.1
  • 17
    • 84865374077 scopus 로고    scopus 로고
    • Formative feedback: Involving students as partners in assessment to enhance learning
    • J. Fluckiger, Y. Vigil, Y. Tixier, R. Pasco, and K. Danielson Formative feedback: Involving students as partners in assessment to enhance learning College Teaching 58 2010 136 140 10.1080/87567555.2010.484031
    • (2010) College Teaching , vol.58 , pp. 136-140
    • Fluckiger, J.1    Vigil, Y.2    Tixier, Y.3    Pasco, R.4    Danielson, K.5
  • 20
    • 84874864218 scopus 로고    scopus 로고
    • Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education
    • J.H. Han, and A. Finkelstein Understanding the effects of professors' pedagogical development with clicker assessment and feedback technologies and the impact on students' engagement and learning in higher education Computers & Education 65 2013 64 76
    • (2013) Computers & Education , vol.65 , pp. 64-76
    • Han, J.H.1    Finkelstein, A.2
  • 23
    • 78650734780 scopus 로고    scopus 로고
    • Listening to student conversations during clicker questions: What you have not heard might surprise you!
    • M.C. James, and S. Willoughby Listening to student conversations during clicker questions: what you have not heard might surprise you! American Journal of Physics 79 1 2011 123 132
    • (2011) American Journal of Physics , vol.79 , Issue.1 , pp. 123-132
    • James, M.C.1    Willoughby, S.2
  • 25
    • 84874008749 scopus 로고    scopus 로고
    • Facilitating productive use of feedback in higher education
    • A. Jonsson Facilitating productive use of feedback in higher education Active Learning in Higher Education 14 1 2012 63 76
    • (2012) Active Learning in Higher Education , vol.14 , Issue.1 , pp. 63-76
    • Jonsson, A.1
  • 26
    • 67650232981 scopus 로고    scopus 로고
    • Examining the benefits and challenges of using audience response systems: A review of the literature
    • R.H. Kay, and A. LeSage Examining the benefits and challenges of using audience response systems: a review of the literature Computers & Education 53 3 2009 819 827
    • (2009) Computers & Education , vol.53 , Issue.3 , pp. 819-827
    • Kay, R.H.1    Lesage, A.2
  • 27
    • 34948883814 scopus 로고    scopus 로고
    • Metacognition and consciousness
    • I.P.D. Zelazo, M. Moscovitch, E. Thompson, Cambridge University Press Cambridge,UK
    • A. Koriat Metacognition and consciousness I.P.D. Zelazo, M. Moscovitch, E. Thompson, The Cambridge Handbook of Consciousness 2007 Cambridge University Press Cambridge,UK 289 325
    • (2007) The Cambridge Handbook of Consciousness , pp. 289-325
    • Koriat, A.1
  • 29
    • 84929367733 scopus 로고    scopus 로고
    • Til forelesningens forsvar
    • T. Kvernbekk, Abstrakt forlag AS Oslo
    • T. Kvernbekk Til forelesningens forsvar T. Kvernbekk, Humaniorastudier i pedagogikk 2011 Abstrakt forlag AS Oslo 203 226
    • (2011) Humaniorastudier i Pedagogikk , pp. 203-226
    • Kvernbekk, T.1
  • 30
    • 77953594628 scopus 로고    scopus 로고
    • The use of 'Clickers' in the classroom: Teaching innovation or merely an amusing novelty?
    • M.E. Lantz The use of 'Clickers' in the classroom: teaching innovation or merely an amusing novelty? Computers in Human Behavior 26 4 2010 556 561
    • (2010) Computers in Human Behavior , vol.26 , Issue.4 , pp. 556-561
    • Lantz, M.E.1
  • 33
    • 0010640892 scopus 로고    scopus 로고
    • Metamemory: Theory and data
    • E. Tulving, F.I.M. Craik, Oxford University Press London, UK
    • J. Metcalfe Metamemory: theory and data E. Tulving, F.I.M. Craik, The Oxford Handbook of Memory 2000 Oxford University Press London, UK 197 211
    • (2000) The Oxford Handbook of Memory , pp. 197-211
    • Metcalfe, J.1
  • 34
    • 84929315620 scopus 로고    scopus 로고
    • Ministry of Education and Research White Paper nr Statens Forvaltningsteneste Oslo
    • Ministry of Education and Research Do your duty - Claim your rights. Quality reform in higher education White Paper nr 27 2000-2001 Statens Forvaltningsteneste Oslo
    • (2000) Do Your Duty - Claim Your Rights. Quality Reform in Higher Education , vol.27
  • 35
    • 77951242782 scopus 로고    scopus 로고
    • A meeting of minds using clickers for critical thinking and discussion in large sociology classes
    • S. Mollborn, and A. Hoekstra "A meeting of minds" using clickers for critical thinking and discussion in large sociology classes Teaching Sociology 38 1 2010 18 27
    • (2010) Teaching Sociology , vol.38 , Issue.1 , pp. 18-27
    • Mollborn, S.1    Hoekstra, A.2
  • 37
    • 84861050689 scopus 로고    scopus 로고
    • The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME guide No. 21
    • C. Nelson, L. Hartling, S. Campbell, and A.E. Oswald The effects of audience response systems on learning outcomes in health professions education. A BEME systematic review: BEME guide No. 21 Medical Teacher 34 6 2012 386 405
    • (2012) Medical Teacher , vol.34 , Issue.6 , pp. 386-405
    • Nelson, C.1    Hartling, L.2    Campbell, S.3    Oswald, A.E.4
  • 38
    • 77955163455 scopus 로고    scopus 로고
    • Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies
    • D. Nicol Assessment for learner self-regulation: enhancing achievement in the first year using learning technologies Assessment & Evaluation in Higher Education 34 3 2009 335 352
    • (2009) Assessment & Evaluation in Higher Education , vol.34 , Issue.3 , pp. 335-352
    • Nicol, D.1
  • 39
    • 33645227268 scopus 로고    scopus 로고
    • Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
    • D.J. Nicol, and D. Macfarlane-Dick Formative assessment and self-regulated learning: a model and seven principles of good feedback practice Studies in Higher Education 31 2 2006 199 218
    • (2006) Studies in Higher Education , vol.31 , Issue.2 , pp. 199-218
    • Nicol, D.J.1    Macfarlane-Dick, D.2
  • 40
    • 84890351536 scopus 로고    scopus 로고
    • Rethinking feedback practices in higher education: A peer review perspective
    • D. Nicol, A. Thomson, and C. Breslin Rethinking feedback practices in higher education: a peer review perspective Assessment & Evaluation in Higher Education 39 1 2014 102 122
    • (2014) Assessment & Evaluation in Higher Education , vol.39 , Issue.1 , pp. 102-122
    • Nicol, D.1    Thomson, A.2    Breslin, C.3
  • 42
    • 79960851376 scopus 로고    scopus 로고
    • Peer and self-assessment in the first year of university
    • D.D. Nulty Peer and self-assessment in the first year of university Assessment & Evaluation in Higher Education 36 5 2011 493 507
    • (2011) Assessment & Evaluation in Higher Education , vol.36 , Issue.5 , pp. 493-507
    • Nulty, D.D.1
  • 43
    • 84873745946 scopus 로고    scopus 로고
    • Students' perceptions of clickers as an instructional tool to promote active learning
    • J. Oigara, and J. Keengwe Students' perceptions of clickers as an instructional tool to promote active learning Education and Information Technologies 18 1 2013 15 28
    • (2013) Education and Information Technologies , vol.18 , Issue.1 , pp. 15-28
    • Oigara, J.1    Keengwe, J.2
  • 48
    • 84892952652 scopus 로고    scopus 로고
    • Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
    • (ahead-of-print)
    • S. Robinson, D. Pope, and L. Holyoak Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students Assessment & Evaluation in Higher Education 2011 1 13 (ahead-of-print)
    • (2011) Assessment & Evaluation in Higher Education , pp. 1-13
    • Robinson, S.1    Pope, D.2    Holyoak, L.3
  • 49
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • D.R. Sadler Formative assessment and the design of instructional systems Instructional Science 18 2 1989 119 144
    • (1989) Instructional Science , vol.18 , Issue.2 , pp. 119-144
    • Sadler, D.R.1
  • 50
    • 84886806685 scopus 로고    scopus 로고
    • Catalyzing learner engagement using cutting-edge classroom response systems in higher education
    • J. Schell, B. Lukoff, and E. Mazur Catalyzing learner engagement using cutting-edge classroom response systems in higher education Cutting-edge Technologies in Higher Education 6 2013 233 261
    • (2013) Cutting-edge Technologies in Higher Education , vol.6 , pp. 233-261
    • Schell, J.1    Lukoff, B.2    Mazur, E.3
  • 51
  • 54
    • 84892954599 scopus 로고    scopus 로고
    • New uses for a familiar technology: Introducing mobile phone polling in large classes
    • S. Voelkel, and D. Bennett New uses for a familiar technology: introducing mobile phone polling in large classes Innovations in Education and Teaching International 51 1 2014 46 58
    • (2014) Innovations in Education and Teaching International , vol.51 , Issue.1 , pp. 46-58
    • Voelkel, S.1    Bennett, D.2
  • 55
    • 84898072950 scopus 로고    scopus 로고
    • Self-regulation of learning: Process approaches to personal development
    • K.R. Harris, S. Graham, T. Urdan, American Psychology Association Washington DC
    • B.J. Zimmerman, and A.S. Labuhn Self-regulation of learning: process approaches to personal development K.R. Harris, S. Graham, T. Urdan, APA educational psychology handbook Vol. 1 2012 American Psychology Association Washington DC 399 425
    • (2012) APA Educational Psychology Handbook , vol.1 , pp. 399-425
    • Zimmerman, B.J.1    Labuhn, A.S.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.