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Chinese Journal of Applied Linguistics, 2023
Abstract Assessment feedback is an important aspect of teacher assessment literacy which can be understood along three interrelated dimensions: conceptual in terms of conceptions teachers have of feedback, praxeological regarding feedback practice, and socio-emotional which relates to how teachers attend to the emotional dynamics of ...
Goh, Rachel Swee Peng, Tan, Kelvin
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Abstract Assessment feedback is an important aspect of teacher assessment literacy which can be understood along three interrelated dimensions: conceptual in terms of conceptions teachers have of feedback, praxeological regarding feedback practice, and socio-emotional which relates to how teachers attend to the emotional dynamics of ...
Goh, Rachel Swee Peng, Tan, Kelvin
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Teacher feedback literacy in higher education: navigating enablers and constraints
Assessment & Evaluation in Higher EducationFeedback is essential to effective teaching in higher education. Teachers are expected to support student learning through dialogic feedback while navigating interpersonal, institutional and societal factors that may enable or constrain their efforts. This article explores how university teachers perceive such enablers and constraints across multiple ...
Peter Musaeus +13 more
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Assessment & Evaluation in Higher Education, 2020
This study investigates two research questions: 1) do senior university students change their expectations on teacher feedback in comparison with their junior counterparts?
Wei Wei, Yilin Sun, Xiaoshu Xu
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This study investigates two research questions: 1) do senior university students change their expectations on teacher feedback in comparison with their junior counterparts?
Wei Wei, Yilin Sun, Xiaoshu Xu
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Exploring the notion of teacher feedback literacies through the theory of practice architectures
Assessment & Evaluation in Higher Education, 2021Feedback literacy research has largely focussed on learner processes and how teachers can support them. However, a socio-material perspective on feedback as a situated practice foregrounds the interplay between actors, resources, contexts and structures, requiring a repositioning of teachers as entangled with others within practice. This merits further
Joanna Tai +3 more
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Connecting teacher and student assessment literacy with self-evaluation and peer feedback
Assessment & Evaluation in Higher Education, 2021Teachers’ feedback literacy is a focus of increasing attention in higher education. It may be framed through intentional design decisions, inter-relational aspects of engagement and pragmatic consi...
Christopher C. Deneen, Hui-Teng Hoo
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Developing and Validating a Teacher Feedback Literacy Scale
Elektronik Sosyal Bilimler DergisiThis study seeks to address a gap in the current literature on teacher feedback literacy by creating a valid and reliable teacher feedback literacy scale. The scale's validity and reliability analyses were conducted in two stages using a sample of 508 academics from faculties of education in Turkey.
Esin Hazar +2 more
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Increasing Foreign Language Teachers’ Feedback Literacy
2022http://elt.ted.org.tr/speakers ...
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Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback
Topics in Early Childhood Special Education, 2011Coaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of skill-focused
McCollum, JA, Hemmeter, ML, Hsieh, W-Y
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Active Learning in Higher Education, 2020
For feedback processes to be effective, they need to involve students actively in generating, processing and responding to feedback information. Teacher transmission approaches are unlikely to provide a good investment of time and resources because they fail to draw sufficiently on student agency.
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For feedback processes to be effective, they need to involve students actively in generating, processing and responding to feedback information. Teacher transmission approaches are unlikely to provide a good investment of time and resources because they fail to draw sufficiently on student agency.
openaire +1 more source