Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Feedback (Psychology); Education--Evaluation; Academic achievement; Learning, Psychology of; Reinforcement (Psychology);
Abstract
The focus of this paper is on the use of formative assessment in classrooms which is increasingly becoming a widespread practice in education today. More specifically, the paper examines the role feedback (a crucial element of formative assessment) plays in student achievement. Feedback and the way it is defined, delivered, and used impacts the effectiveness of formative assessment. In addition, decisions about, and changes in, instruction are often made based on what is communicated through feedback. Thus, this paper defines feedback, discusses best practices for effective feedback, and describes how school psychologists can encourage and help facilitate the use of effective descriptive feedback between teacher and students. Implications and future directions for feedback within the context of formative assessment are discussed.
Year of Submission
2012
Degree Name
Specialist in Education
Department
Department of Educational Psychology and Foundations
First Advisor
Radhi H. Al-Mabuk
Date Original
2012
Object Description
1 PDF file (iii, 35 pages)
Copyright
©2012 Hanne Elizabeth Wuertz
Language
en
File Format
application/pdf
Recommended Citation
Wuertz, Hanne Elizabeth, "Feedback : best practices for effectiveness" (2012). Dissertations and Theses @ UNI. 488.
https://scholarworks.uni.edu/etd/488
Comments
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