메뉴 건너뛰기




Volumn , Issue , 2012, Pages 225-239

Teacher feedback in formative classroom assessment

Author keywords

[No Author keywords available]

Indexed keywords


EID: 84964708567     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-94-007-1727-5_11     Document Type: Chapter
Times cited : (19)

References (25)
  • 1
    • 0011611285 scopus 로고    scopus 로고
    • What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers
    • Allington, R. L. (2002). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. Phi Delta Kappan, 83, 740-747.
    • (2002) Phi Delta Kappan , vol.83 , pp. 740-747
    • Allington, R.L.1
  • 2
    • 44349172578 scopus 로고
    • Achievement goals in the classroom: Students’ learning strategies and motivation processes
    • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 260-267
    • Ames, C.1    Archer, J.2
  • 5
    • 0001586316 scopus 로고    scopus 로고
    • Assessment and classroom learning
    • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5, 7-74.
    • (1998) Assessment in Education , vol.5 , pp. 7-74
    • Black, P.1    Wiliam, D.2
  • 6
    • 0001865991 scopus 로고
    • The search for methods of group instruction as effective as on-to-one tutoring
    • Bloom, B. (1984). The search for methods of group instruction as effective as on-to-one tutoring. Educational Leadership, 41(8), 4-17.
    • (1984) Educational Leadership , vol.41 , Issue.8 , pp. 4-17
    • Bloom, B.1
  • 7
    • 1842715737 scopus 로고    scopus 로고
    • Classroom assessment: Tensions and intersections in theory and practice
    • Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record, 106, 429-458.
    • (2004) Teachers College Record , vol.106 , pp. 429-458
    • Brookhart, S.M.1
  • 9
    • 84970331366 scopus 로고
    • Feedback and self-regulated learning: A theoretical synthesis
    • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
    • (1995) Review of Educational Research , vol.65 , pp. 245-281
    • Butler, D.L.1    Winne, P.H.2
  • 10
    • 58149367226 scopus 로고
    • Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance
    • Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology, 78, 210-216.
    • (1986) Journal of Educational Psychology , vol.78 , pp. 210-216
    • Butler, R.1    Nisan, M.2
  • 12
    • 84965599903 scopus 로고
    • The impact of classroom evaluation practices on students
    • Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
    • (1988) Review of Educational Research , vol.58 , pp. 438-481
    • Crooks, T.J.1
  • 13
    • 34548651142 scopus 로고    scopus 로고
    • A theoretical review of Winne and Hadwin’s model of selfregulated learning: New perspectives and directions
    • Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of selfregulated learning: New perspectives and directions. Review of Educational Research, 77, 334-372.
    • (2007) Review of Educational Research , vol.77 , pp. 334-372
    • Greene, J.A.1    Azevedo, R.2
  • 16
    • 84893396860 scopus 로고    scopus 로고
    • The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory
    • Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254-284.
    • (1996) Psychological Bulletin , vol.119 , pp. 254-284
    • Kluger, A.N.1    DeNisi, A.2
  • 17
    • 0011542606 scopus 로고
    • Teacher comments and student performance: A seventy-four classroom experiment in school motivation
    • Page, E. G. (1958). Teacher comments and student performance: A seventy-four classroom experiment in school motivation. Journal of Educational Psychology, 49, 173-181.
    • (1958) Journal of Educational Psychology , vol.49 , pp. 173-181
    • Page, E.G.1
  • 18
    • 84925931025 scopus 로고
    • Classroom organization and the perception of ability
    • Rosenholtz, S. J., & Rosenholtz, S. H. (1981). Classroom organization and the perception of ability. Sociology of Education, 54, 132-140.
    • (1981) Sociology of Education , vol.54 , pp. 132-140
    • Rosenholtz, S.J.1    Rosenholtz, S.H.2
  • 19
    • 0003152241 scopus 로고
    • A motivational analysis of self-determination and self-regulation in the classroom
    • C. Ames & R. Ames (Eds.), The classroom milieu, Orlando, FL: Academic
    • Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education (The classroom milieu, Vol. 2, pp. 13-51). Orlando, FL: Academic.
    • (1985) Research on motivation in education , vol.2 , pp. 13-51
    • Ryan, R.M.1    Connell, J.P.2    Deci, E.L.3
  • 20
    • 0003092679 scopus 로고
    • Evaluation and the improvement of academic learning
    • Sadler, D. R. (1983). Evaluation and the improvement of academic learning. Journal of Higher Education, 54(1), 60-79.
    • (1983) Journal of Higher Education , vol.54 , Issue.1 , pp. 60-79
    • Sadler, D.R.1
  • 21
    • 0039921137 scopus 로고
    • Formative assessment and the design of instructional systems
    • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
    • (1989) Instructional Science , vol.18 , pp. 119-144
    • Sadler, D.R.1
  • 22
    • 84925929420 scopus 로고
    • Classroom structure and the organization of ability
    • Simpson, C. (1981). Classroom structure and the organization of ability. Sociology of Education, 54, 120-132.
    • (1981) Sociology of Education , vol.54 , pp. 120-132
    • Simpson, C.1
  • 23
    • 0011606849 scopus 로고
    • Teacher comments, letter grades, and student performance: What do we really know?
    • Stewart, L. G., & White, M. A. (1976). Teacher comments, letter grades, and student performance: What do we really know? Journal of Educational Psychology, 68, 488-500.
    • (1976) Journal of Educational Psychology , vol.68 , pp. 488-500
    • Stewart, L.G.1    White, M.A.2
  • 25
    • 0030496464 scopus 로고    scopus 로고
    • Teacher feedback to young children in formative assessment: A typology
    • Tunstall, P., & Gipps, C. (1996). Teacher feedback to young children in formative assessment: A typology. British Educational Research Journal, 22, 389-404.
    • (1996) British Educational Research Journal , vol.22 , pp. 389-404
    • Tunstall, P.1    Gipps, C.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.