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You searched for subject:( Formative Feedback). Showing records 1 – 30 of 120 total matches.

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Linnaeus University

1. Escoda, Alicia Gomez. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.

Degree: Education, 2016, Linnaeus University

  This essay approaches the different kinds of feedback that teachers in Spanish give to their secondary level students in Sweden. The purpose of the… (more)

Subjects/Keywords: Feedback; summative feedback; formative feedback; assessment for learning; Feedback; feedback sumativo; feedback formativo. evaluación formativa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Escoda, A. G. (2016). El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Thesis, Linnaeus University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Web. 19 Sep 2019.

Vancouver:

Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Canterbury

2. Williams, Judith Airini. What makes feedback work for primary school students? An investigation of the views of some Year 8 students.

Degree: Educational Studies and Leadership, 2013, University of Canterbury

 I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance… (more)

Subjects/Keywords: formative feedback; student viewpoint; student voice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams, J. A. (2013). What makes feedback work for primary school students? An investigation of the views of some Year 8 students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Williams, Judith Airini. “What makes feedback work for primary school students? An investigation of the views of some Year 8 students.” 2013. Thesis, University of Canterbury. Accessed September 19, 2019. http://hdl.handle.net/10092/8991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Williams, Judith Airini. “What makes feedback work for primary school students? An investigation of the views of some Year 8 students.” 2013. Web. 19 Sep 2019.

Vancouver:

Williams JA. What makes feedback work for primary school students? An investigation of the views of some Year 8 students. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10092/8991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Williams JA. What makes feedback work for primary school students? An investigation of the views of some Year 8 students. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Open Universiteit Nederland

3. Bral, Emelie. Giving Formative Feedback, Easier Said Than Done.

Degree: 2018, Open Universiteit Nederland

 The curriculum development team of the Academy for Leisure (AfL) of NHTV Breda University of Applied Sciences is developing a new curriculum for their bachelor… (more)

Subjects/Keywords: formative feedback,; focus groups; feedback practice; higher education

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APA (6th Edition):

Bral, E. (2018). Giving Formative Feedback, Easier Said Than Done. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/9772

Chicago Manual of Style (16th Edition):

Bral, Emelie. “Giving Formative Feedback, Easier Said Than Done. ” 2018. Masters Thesis, Open Universiteit Nederland. Accessed September 19, 2019. http://hdl.handle.net/1820/9772.

MLA Handbook (7th Edition):

Bral, Emelie. “Giving Formative Feedback, Easier Said Than Done. ” 2018. Web. 19 Sep 2019.

Vancouver:

Bral E. Giving Formative Feedback, Easier Said Than Done. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1820/9772.

Council of Science Editors:

Bral E. Giving Formative Feedback, Easier Said Than Done. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/9772

4. Renlund, Julia. Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning.

Degree: Teacher Education, 2016, Södertörn University

  In this thesis I intend to write about how five primary school teachers reflect on formative assessment and how the formative assessment of students… (more)

Subjects/Keywords: formative assessment; summative assessment; feedback; formativ bedömning; summativ bedömning; feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Renlund, J. (2016). Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Renlund, Julia. “Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning.” 2016. Thesis, Södertörn University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Renlund, Julia. “Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning.” 2016. Web. 19 Sep 2019.

Vancouver:

Renlund J. Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning. [Internet] [Thesis]. Södertörn University; 2016. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Renlund J. Formativ bedömning : En kvalitativ studie om hur fem lågstadielärare reflekterar kring formativ bedömning och formativt arbetssätt i sin undervisning. [Thesis]. Södertörn University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

5. Radford, Brian W. The Effect of Formative Assessments on Teaching and Learning.

Degree: MS, 2010, Brigham Young University

 This study sought to improve the learning outcomes at the Missionary Training Center in Provo, Utah. Here, missionary trainees aged 19-24 are taught language and… (more)

Subjects/Keywords: formative assessments; assessment for learning; teacher feedback; student feedback; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Radford, B. W. (2010). The Effect of Formative Assessments on Teaching and Learning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd

Chicago Manual of Style (16th Edition):

Radford, Brian W. “The Effect of Formative Assessments on Teaching and Learning.” 2010. Masters Thesis, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd.

MLA Handbook (7th Edition):

Radford, Brian W. “The Effect of Formative Assessments on Teaching and Learning.” 2010. Web. 19 Sep 2019.

Vancouver:

Radford BW. The Effect of Formative Assessments on Teaching and Learning. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd.

Council of Science Editors:

Radford BW. The Effect of Formative Assessments on Teaching and Learning. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd


Stockholm University

6. Behnan, Ansam. Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning.

Degree: Education, 2018, Stockholm University

  The study focuses on assessment and specifically the formative part, therefore the purpose of this study is to examine how some primary school teachers… (more)

Subjects/Keywords: Formative assessment; summative assessment; feedback and the five key strategies for formative assessment.; Didactics; Didaktik

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APA (6th Edition):

Behnan, A. (2018). Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Behnan, Ansam. “Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning.” 2018. Thesis, Stockholm University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Behnan, Ansam. “Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning.” 2018. Web. 19 Sep 2019.

Vancouver:

Behnan A. Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning. [Internet] [Thesis]. Stockholm University; 2018. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Behnan A. Bedömning med fokus på lärande : En studie om hur några mellanstadielärare uppfattar formativ bedömning. [Thesis]. Stockholm University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-159683

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Northeastern University

7. Fazenbaker, Christa. Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students.

Degree: EdD, School of Education, 2018, Northeastern University

 Research shows that meaningful, quality feedback given to students throughout their learning journey can have a positive impact on learning and achievement (Brown et al.,… (more)

Subjects/Keywords: feedback; formative assessment; formative feedback; standards based grading and reporting; student learning journey; Education; Educational leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Fazenbaker, C. (2018). Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316448

Chicago Manual of Style (16th Edition):

Fazenbaker, Christa. “Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 19, 2019. http://hdl.handle.net/2047/D20316448.

MLA Handbook (7th Edition):

Fazenbaker, Christa. “Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students.” 2018. Web. 19 Sep 2019.

Vancouver:

Fazenbaker C. Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2047/D20316448.

Council of Science Editors:

Fazenbaker C. Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316448

8. Elmi, Mohamed. Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback.

Degree: Information Systems, 2018, Dalarna University

Syftet med denna studie är att ta reda på vad som skulle motivera studenter att använda sig av en gamifierad plattform för att ge… (more)

Subjects/Keywords: Gamification; assessment; Feedback; Peer assessment; Formative feedback; Gamification; Bedömning; feedback; Peer bedömning; Formativ feedback; Information Systems; Systemvetenskap, informationssystem och informatik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Elmi, M. (2018). Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-28049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Elmi, Mohamed. “Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback.” 2018. Thesis, Dalarna University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Elmi, Mohamed. “Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback.” 2018. Web. 19 Sep 2019.

Vancouver:

Elmi M. Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback. [Internet] [Thesis]. Dalarna University; 2018. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-28049.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Elmi M. Gamification för peer formativ feedback : En fallstudie om hur gamification kan motivera studenter vid systemvetenskapliga programmet att ge varandra feedback. [Thesis]. Dalarna University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-28049

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Leiden University

9. Korver, Bettina. Differing Teacher and Student Perceptions of Feedback during Mentoring Sessions about Internship Performance.

Degree: 2012, Leiden University

 This study has made a serious attempt to uncover in which domains of feedback misperceptions arise during the mentoring process of feedback by means of… (more)

Subjects/Keywords: formative assessment; mentoring style; directiveness; activeness; clarity; usage feedback; acceptance feedback; MBO HBO; trust; feasibility

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Korver, B. (2012). Differing Teacher and Student Perceptions of Feedback during Mentoring Sessions about Internship Performance. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18439

Chicago Manual of Style (16th Edition):

Korver, Bettina. “Differing Teacher and Student Perceptions of Feedback during Mentoring Sessions about Internship Performance.” 2012. Masters Thesis, Leiden University. Accessed September 19, 2019. http://hdl.handle.net/1887/18439.

MLA Handbook (7th Edition):

Korver, Bettina. “Differing Teacher and Student Perceptions of Feedback during Mentoring Sessions about Internship Performance.” 2012. Web. 19 Sep 2019.

Vancouver:

Korver B. Differing Teacher and Student Perceptions of Feedback during Mentoring Sessions about Internship Performance. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1887/18439.

Council of Science Editors:

Korver B. Differing Teacher and Student Perceptions of Feedback during Mentoring Sessions about Internship Performance. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18439


Karlstad University

10. Zackrisson, Gunilla. Lärares arbete med återkoppling på läsläxan i år 1.

Degree: Faculty of Arts and Social Sciences (starting 2013), 2016, Karlstad University

Syftet med det här självständiga arbetet är att ta reda på hur lärare arbetar med återkoppling på läsläxan i år 1 samt hur strukturen… (more)

Subjects/Keywords: Feedback; formative assessment; reading homework; working environment; structure; Återkoppling; formativ bedömning; läsläxa; feedback; arbetsro; struktur.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zackrisson, G. (2016). Lärares arbete med återkoppling på läsläxan i år 1. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45409

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zackrisson, Gunilla. “Lärares arbete med återkoppling på läsläxan i år 1.” 2016. Thesis, Karlstad University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45409.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zackrisson, Gunilla. “Lärares arbete med återkoppling på läsläxan i år 1.” 2016. Web. 19 Sep 2019.

Vancouver:

Zackrisson G. Lärares arbete med återkoppling på läsläxan i år 1. [Internet] [Thesis]. Karlstad University; 2016. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45409.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zackrisson G. Lärares arbete med återkoppling på läsläxan i år 1. [Thesis]. Karlstad University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-45409

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Melbourne

11. Christopher Damian, Dinneen. Descriptive feedback: informing and improving practice in an assessment as learning context.

Degree: 2010, University of Melbourne

 This practitioner inquiry study explores the use of descriptive feedback as a means of ‘constructing the way forward’ (Tunstall & Gipps, 1996) for the learning… (more)

Subjects/Keywords: assessment; formative assessment; summative assessment; assessment as learning; feedback; descriptive feedback; metacognition

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christopher Damian, D. (2010). Descriptive feedback: informing and improving practice in an assessment as learning context. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35869

Chicago Manual of Style (16th Edition):

Christopher Damian, Dinneen. “Descriptive feedback: informing and improving practice in an assessment as learning context.” 2010. Masters Thesis, University of Melbourne. Accessed September 19, 2019. http://hdl.handle.net/11343/35869.

MLA Handbook (7th Edition):

Christopher Damian, Dinneen. “Descriptive feedback: informing and improving practice in an assessment as learning context.” 2010. Web. 19 Sep 2019.

Vancouver:

Christopher Damian D. Descriptive feedback: informing and improving practice in an assessment as learning context. [Internet] [Masters thesis]. University of Melbourne; 2010. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/11343/35869.

Council of Science Editors:

Christopher Damian D. Descriptive feedback: informing and improving practice in an assessment as learning context. [Masters Thesis]. University of Melbourne; 2010. Available from: http://hdl.handle.net/11343/35869


University of Wolverhampton

12. McGinty, Samantha Jr. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university.

Degree: PhD, 2007, University of Wolverhampton

 First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging… (more)

Subjects/Keywords: Feedback; formative feedback; assessment; student voice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McGinty, S. J. (2007). First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/210189

Chicago Manual of Style (16th Edition):

McGinty, Samantha Jr. “First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university.” 2007. Doctoral Dissertation, University of Wolverhampton. Accessed September 19, 2019. http://hdl.handle.net/2436/210189.

MLA Handbook (7th Edition):

McGinty, Samantha Jr. “First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university.” 2007. Web. 19 Sep 2019.

Vancouver:

McGinty SJ. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2007. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2436/210189.

Council of Science Editors:

McGinty SJ. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university. [Doctoral Dissertation]. University of Wolverhampton; 2007. Available from: http://hdl.handle.net/2436/210189


University of Exeter

13. Luscombe, Julie. Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning.

Degree: Thesis (EdD), 2015, University of Exeter

 This critical autoethnographic exploration evolved following an initial curiosity concerning diversity of practice amongst (other) Lecturers when constructing feedback for mature undergraduate Registered Nurses. As… (more)

Subjects/Keywords: 370; autoethnography; restorative learning; formative feedback; influences on practice

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Luscombe, J. (2015). Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17459

Chicago Manual of Style (16th Edition):

Luscombe, Julie. “Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning.” 2015. Doctoral Dissertation, University of Exeter. Accessed September 19, 2019. http://hdl.handle.net/10871/17459.

MLA Handbook (7th Edition):

Luscombe, Julie. “Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning.” 2015. Web. 19 Sep 2019.

Vancouver:

Luscombe J. Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning. [Internet] [Doctoral dissertation]. University of Exeter; 2015. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10871/17459.

Council of Science Editors:

Luscombe J. Stepping out from behind the curtains of academic Oz : an autoethnography of restorative learning. [Doctoral Dissertation]. University of Exeter; 2015. Available from: http://hdl.handle.net/10871/17459


Brunel University

14. Zaczek, Kinga. Development and evaluation of computer-aided assessment in discrete and decision mathematics.

Degree: PhD, 2015, Brunel University

 This thesis describes the development of Computer-Aided Assessment questions for elementary discrete and decision mathematics at the school/university interface, stressing the pedagogy behind the questions’… (more)

Subjects/Keywords: 511.3; E-learning; Formative feedback; Computer-aided assessment (CAA)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zaczek, K. (2015). Development and evaluation of computer-aided assessment in discrete and decision mathematics. (Doctoral Dissertation). Brunel University. Retrieved from http://bura.brunel.ac.uk/handle/2438/10973 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649391

Chicago Manual of Style (16th Edition):

Zaczek, Kinga. “Development and evaluation of computer-aided assessment in discrete and decision mathematics.” 2015. Doctoral Dissertation, Brunel University. Accessed September 19, 2019. http://bura.brunel.ac.uk/handle/2438/10973 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649391.

MLA Handbook (7th Edition):

Zaczek, Kinga. “Development and evaluation of computer-aided assessment in discrete and decision mathematics.” 2015. Web. 19 Sep 2019.

Vancouver:

Zaczek K. Development and evaluation of computer-aided assessment in discrete and decision mathematics. [Internet] [Doctoral dissertation]. Brunel University; 2015. [cited 2019 Sep 19]. Available from: http://bura.brunel.ac.uk/handle/2438/10973 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649391.

Council of Science Editors:

Zaczek K. Development and evaluation of computer-aided assessment in discrete and decision mathematics. [Doctoral Dissertation]. Brunel University; 2015. Available from: http://bura.brunel.ac.uk/handle/2438/10973 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.649391


Jönköping University

15. Andersson, Anna. Assessment : A Continuous Process that Takes Place at the End?.

Degree: Disciplinary Research, 2008, Jönköping University

       The hypothesis for this essay is: ”Teachers use assessment methods that are mainly summative and as a consequence student involvement in the assessment… (more)

Subjects/Keywords: Assessment; Feedback; Formative Assessment; Summative Assessment; Didactics; Didaktik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Andersson, A. (2008). Assessment : A Continuous Process that Takes Place at the End?. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Andersson, Anna. “Assessment : A Continuous Process that Takes Place at the End?.” 2008. Thesis, Jönköping University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Andersson, Anna. “Assessment : A Continuous Process that Takes Place at the End?.” 2008. Web. 19 Sep 2019.

Vancouver:

Andersson A. Assessment : A Continuous Process that Takes Place at the End?. [Internet] [Thesis]. Jönköping University; 2008. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8045.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andersson A. Assessment : A Continuous Process that Takes Place at the End?. [Thesis]. Jönköping University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-8045

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Mid Sweden University

16. Franked, Lennart. Generating Exams and Formative Feedback.

Degree: Information Systems and Technology, 2018, Mid Sweden University

  Creating an exam that ensures an even coverage over all the Intended Learning Outcomes and at the same time ensures that to pass, the… (more)

Subjects/Keywords: E-learning; Generating exams; Generating formative feedback; privacy; Computer Engineering; Datorteknik

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Franked, L. (2018). Generating Exams and Formative Feedback. (Thesis). Mid Sweden University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Franked, Lennart. “Generating Exams and Formative Feedback.” 2018. Thesis, Mid Sweden University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Franked, Lennart. “Generating Exams and Formative Feedback.” 2018. Web. 19 Sep 2019.

Vancouver:

Franked L. Generating Exams and Formative Feedback. [Internet] [Thesis]. Mid Sweden University; 2018. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Franked L. Generating Exams and Formative Feedback. [Thesis]. Mid Sweden University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Johansson, Magnus. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.

Degree: Education and Social Sciences, 2018, Örebro University

  For teachers, being able to provide feedback that learners can act upon is paramount for making learning how to write possible. A questionnaire was… (more)

Subjects/Keywords: Feedback; Student attitudes; Student perceptions; Writing; formative assessment; Learning; Lärande

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johansson, M. (2018). Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johansson, Magnus. “Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.” 2018. Thesis, Örebro University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johansson, Magnus. “Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.” 2018. Web. 19 Sep 2019.

Vancouver:

Johansson M. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. [Internet] [Thesis]. Örebro University; 2018. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johansson M. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. [Thesis]. Örebro University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Valencia

18. Máñez Sáez, Ignacio. Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments .

Degree: 2019, Universitat de Valencia

 Los estudiantes de educación secundaria participan diariamente en tareas académicas diseñadas para desarrollar habilidades de lectura y facilitar la adquisición de conocimientos. Habitualmente, los docentes… (more)

Subjects/Keywords: formative feedback; question-answering; reading comprehension; learning from texts; digital environments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Máñez Sáez, I. (2019). Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments . (Doctoral Dissertation). Universitat de Valencia. Retrieved from http://hdl.handle.net/10550/71034

Chicago Manual of Style (16th Edition):

Máñez Sáez, Ignacio. “Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments .” 2019. Doctoral Dissertation, Universitat de Valencia. Accessed September 19, 2019. http://hdl.handle.net/10550/71034.

MLA Handbook (7th Edition):

Máñez Sáez, Ignacio. “Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments .” 2019. Web. 19 Sep 2019.

Vancouver:

Máñez Sáez I. Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments . [Internet] [Doctoral dissertation]. Universitat de Valencia; 2019. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10550/71034.

Council of Science Editors:

Máñez Sáez I. Processing and effectiveness of formative feedback to increase comprehension and learning of conceptual knowledge in digital environments . [Doctoral Dissertation]. Universitat de Valencia; 2019. Available from: http://hdl.handle.net/10550/71034


Queens University

19. Katsoulas, Eleni. THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK .

Degree: Education, 2013, Queens University

 The ability to receive regular peer feedback on learning should, in theory, be valuable to learners. A formative view will be presented in this study… (more)

Subjects/Keywords: Peer Assessment; Higher Education; Formative Assessment; Peer Feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Katsoulas, E. (2013). THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7714

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Katsoulas, Eleni. “THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK .” 2013. Thesis, Queens University. Accessed September 19, 2019. http://hdl.handle.net/1974/7714.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Katsoulas, Eleni. “THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK .” 2013. Web. 19 Sep 2019.

Vancouver:

Katsoulas E. THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK . [Internet] [Thesis]. Queens University; 2013. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/1974/7714.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Katsoulas E. THE PEER ASSESSMENT PROCESS: A CASE STUDY OF UNIVERSITY STUDENTS RECEIVING PEER FEEDBACK . [Thesis]. Queens University; 2013. Available from: http://hdl.handle.net/1974/7714

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

20. Kraus, Alexis Rose. Designing tools and interventions for a more engaging formative feedback process.

Degree: MFA, Design, 2014, University of Texas – Austin

 To teach effectively, teachers rely on feedback from their students. But students often dislike conventional forms of feedback such as taking tests or answering questions… (more)

Subjects/Keywords: Constructivism; Formative feedback; Secondary education; Educational tools; Assessment; DIY

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Kraus, A. R. (2014). Designing tools and interventions for a more engaging formative feedback process. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26347

Chicago Manual of Style (16th Edition):

Kraus, Alexis Rose. “Designing tools and interventions for a more engaging formative feedback process.” 2014. Masters Thesis, University of Texas – Austin. Accessed September 19, 2019. http://hdl.handle.net/2152/26347.

MLA Handbook (7th Edition):

Kraus, Alexis Rose. “Designing tools and interventions for a more engaging formative feedback process.” 2014. Web. 19 Sep 2019.

Vancouver:

Kraus AR. Designing tools and interventions for a more engaging formative feedback process. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/2152/26347.

Council of Science Editors:

Kraus AR. Designing tools and interventions for a more engaging formative feedback process. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26347


Brigham Young University

21. Atkisson, Michael Alton. Utility of Feedback Given by Students During Courses.

Degree: PhD, 2017, Brigham Young University

 This two-article dissertation summarizes the end-of-course survey and formative feedback literatures, as well as proposes actionability as a useful construct in the analysis of feedback(more)

Subjects/Keywords: formative feedback; end-of-course feedback; real-time feedback; DropThought; hierarchical generalized linear model; text classification; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Atkisson, M. A. (2017). Utility of Feedback Given by Students During Courses. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7701&context=etd

Chicago Manual of Style (16th Edition):

Atkisson, Michael Alton. “Utility of Feedback Given by Students During Courses.” 2017. Doctoral Dissertation, Brigham Young University. Accessed September 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7701&context=etd.

MLA Handbook (7th Edition):

Atkisson, Michael Alton. “Utility of Feedback Given by Students During Courses.” 2017. Web. 19 Sep 2019.

Vancouver:

Atkisson MA. Utility of Feedback Given by Students During Courses. [Internet] [Doctoral dissertation]. Brigham Young University; 2017. [cited 2019 Sep 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7701&context=etd.

Council of Science Editors:

Atkisson MA. Utility of Feedback Given by Students During Courses. [Doctoral Dissertation]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7701&context=etd

22. Andersson, Sanna. Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning.

Degree: Teacher Education, 2015, Södertörn University

  The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of… (more)

Subjects/Keywords: Assessment; formative assessment; assessment for learning; feedback; peer-assessment; Bedömning; formative bedömning; bedömning för lärande; återkoppling; kamratbedömning

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Andersson, S. (2015). Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Andersson, Sanna. “Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning.” 2015. Thesis, Södertörn University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Andersson, Sanna. “Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning.” 2015. Web. 19 Sep 2019.

Vancouver:

Andersson S. Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning. [Internet] [Thesis]. Södertörn University; 2015. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andersson S. Formativ bedömning inom svenskämnet : En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning. [Thesis]. Södertörn University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Karlstad University

23. Holm, Peter. Formativt lärande för både lärare och elever : En studie som belyser lärarperspektivet i grundskolan på Åland.

Degree: Educational Studies, 2017, Karlstad University

I denna uppsats görs en ansats till att beskriva de åländska grundskollärarnas tolkning och praktiserande av formativt lärande, detta med ett samhällsvetenskapligt perspektiv. Studien… (more)

Subjects/Keywords: Formative learning; Formative assessment; Assessment for learning; Feedback; Collegial learning; Teacher; Teaching; Primary school; Formativt lärande; Formativ bedömning; Bedömning för lärande; Feedback; Kollegialt lärande; Lärare; Undervisning; Grundskola; Educational Sciences; Utbildningsvetenskap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Holm, P. (2017). Formativt lärande för både lärare och elever : En studie som belyser lärarperspektivet i grundskolan på Åland. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holm, Peter. “Formativt lärande för både lärare och elever : En studie som belyser lärarperspektivet i grundskolan på Åland.” 2017. Thesis, Karlstad University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holm, Peter. “Formativt lärande för både lärare och elever : En studie som belyser lärarperspektivet i grundskolan på Åland.” 2017. Web. 19 Sep 2019.

Vancouver:

Holm P. Formativt lärande för både lärare och elever : En studie som belyser lärarperspektivet i grundskolan på Åland. [Internet] [Thesis]. Karlstad University; 2017. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62838.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holm P. Formativt lärande för både lärare och elever : En studie som belyser lärarperspektivet i grundskolan på Åland. [Thesis]. Karlstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-62838

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Berkeley

24. Stephens-Martinez, Kristin. Serving CS Formative Feedback on Assessments Using Simple and Practical Teacher-Bootstrapped Error Models.

Degree: Computer Science, 2017, University of California – Berkeley

 The demand for computing education in post-secondary education is growing. However, teaching staff hiring is not keeping pace, leading to increasing class sizes. As computers… (more)

Subjects/Keywords: Computer science; Education; assessment; code-tracing; formative feedback; mooc; student error model; wrong answers

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stephens-Martinez, K. (2017). Serving CS Formative Feedback on Assessments Using Simple and Practical Teacher-Bootstrapped Error Models. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9633q8cd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stephens-Martinez, Kristin. “Serving CS Formative Feedback on Assessments Using Simple and Practical Teacher-Bootstrapped Error Models.” 2017. Thesis, University of California – Berkeley. Accessed September 19, 2019. http://www.escholarship.org/uc/item/9633q8cd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stephens-Martinez, Kristin. “Serving CS Formative Feedback on Assessments Using Simple and Practical Teacher-Bootstrapped Error Models.” 2017. Web. 19 Sep 2019.

Vancouver:

Stephens-Martinez K. Serving CS Formative Feedback on Assessments Using Simple and Practical Teacher-Bootstrapped Error Models. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Sep 19]. Available from: http://www.escholarship.org/uc/item/9633q8cd.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stephens-Martinez K. Serving CS Formative Feedback on Assessments Using Simple and Practical Teacher-Bootstrapped Error Models. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/9633q8cd

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Ferreira, Eunice Raquel Vaz Mendes. Práticas de avaliação formativa na aula de matemática: um estudo no 2º ciclo.

Degree: 2015, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Matemática na Educação Pré- Escolar e nos 1º… (more)

Subjects/Keywords: Avaliação formativa; Práticas do professor; Matemática; Feedback; Formative assessment; Mathematics teachers’ practices

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ferreira, E. R. V. M. (2015). Práticas de avaliação formativa na aula de matemática: um estudo no 2º ciclo. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ferreira, Eunice Raquel Vaz Mendes. “Práticas de avaliação formativa na aula de matemática: um estudo no 2º ciclo.” 2015. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed September 19, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ferreira, Eunice Raquel Vaz Mendes. “Práticas de avaliação formativa na aula de matemática: um estudo no 2º ciclo.” 2015. Web. 19 Sep 2019.

Vancouver:

Ferreira ERVM. Práticas de avaliação formativa na aula de matemática: um estudo no 2º ciclo. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. [cited 2019 Sep 19]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4701.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferreira ERVM. Práticas de avaliação formativa na aula de matemática: um estudo no 2º ciclo. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/4701

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Otago

26. McDonald, Jennifer Anne. A pragmatic tutorial dialogue system: design, implementation and evaluation in a health sciences domain .

Degree: 2014, University of Otago

 In large undergraduate classes, it is time-consuming, costly and seldom practical for the teacher to provide individualised feedback to students on their written responses to… (more)

Subjects/Keywords: Intelligent Tutoring System; Tutorial Dialogue System; Formative Feedback; Education; Evaluation; Educational technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

McDonald, J. A. (2014). A pragmatic tutorial dialogue system: design, implementation and evaluation in a health sciences domain . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4668

Chicago Manual of Style (16th Edition):

McDonald, Jennifer Anne. “A pragmatic tutorial dialogue system: design, implementation and evaluation in a health sciences domain .” 2014. Doctoral Dissertation, University of Otago. Accessed September 19, 2019. http://hdl.handle.net/10523/4668.

MLA Handbook (7th Edition):

McDonald, Jennifer Anne. “A pragmatic tutorial dialogue system: design, implementation and evaluation in a health sciences domain .” 2014. Web. 19 Sep 2019.

Vancouver:

McDonald JA. A pragmatic tutorial dialogue system: design, implementation and evaluation in a health sciences domain . [Internet] [Doctoral dissertation]. University of Otago; 2014. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10523/4668.

Council of Science Editors:

McDonald JA. A pragmatic tutorial dialogue system: design, implementation and evaluation in a health sciences domain . [Doctoral Dissertation]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4668

27. Taylor, Marie-Anne. Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden.

Degree: applied educational science, 2017, Umeå University

  This study looks deeper into the concept of formative assessment. Formative assessment is described by Black and Wiliam (Developing the Theory of Formative Assessment,… (more)

Subjects/Keywords: formative assessment; learner autonomy; feedback; metacognition; English Language Acquisition.; Educational Sciences; Utbildningsvetenskap

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Taylor, M. (2017). Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Marie-Anne. “Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden.” 2017. Thesis, Umeå University. Accessed September 19, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Marie-Anne. “Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden.” 2017. Web. 19 Sep 2019.

Vancouver:

Taylor M. Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden. [Internet] [Thesis]. Umeå University; 2017. [cited 2019 Sep 19]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor M. Formative for whom? : How formative assessment is used in the English Classroom of an upper secondary school in Sweden. [Thesis]. Umeå University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-137518

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Ottawa

28. Atas, Sait. Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA .

Degree: 2019, University of Ottawa

 This study assessed the knowledge structure of undergraduate participants related to previously determined critical concepts of Analysis of Variance (ANOVA) by using Pathfinder networks. Three… (more)

Subjects/Keywords: Informal Inferential Reasoning; Conceptual Knowledge; Procedural Knowledge; Formative Assessment; Feedback; Statistics Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Atas, S. (2019). Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/38935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Atas, Sait. “Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA .” 2019. Thesis, University of Ottawa. Accessed September 19, 2019. http://hdl.handle.net/10393/38935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Atas, Sait. “Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA .” 2019. Web. 19 Sep 2019.

Vancouver:

Atas S. Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2019 Sep 19]. Available from: http://hdl.handle.net/10393/38935.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Atas S. Effect of Formative Feedback via Interactive Concept Maps on Informal Inferential Reasoning and Conceptual Understanding of ANOVA . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/38935

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Wedin, David M. Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  The problem of the study was to develop and test for validity and reliability, a 20-item, 360-degree formative feedback instrument for assessing the performance… (more)

Subjects/Keywords: Activities Director; Job Performance Evaluation; K-12 Education; Personnel Evaluation; Formative Feedback Instrument; Educational Leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wedin, D. M. (2017). Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/35

Chicago Manual of Style (16th Edition):

Wedin, David M. “Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed September 19, 2019. https://repository.stcloudstate.edu/edad_etds/35.

MLA Handbook (7th Edition):

Wedin, David M. “Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors.” 2017. Web. 19 Sep 2019.

Vancouver:

Wedin DM. Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2019 Sep 19]. Available from: https://repository.stcloudstate.edu/edad_etds/35.

Council of Science Editors:

Wedin DM. Development of a Valid and Reliable Job Performance Formative Feedback Instrument for High School Activities Directors. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/edad_etds/35


Universidade do Rio Grande do Norte

30. Varela, Leodecio Martins. Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido .

Degree: 2011, Universidade do Rio Grande do Norte

 This dissertation aims at characterizing the practices as well as the effects of a teacher s feedback in oral conversation interaction with students in an… (more)

Subjects/Keywords: Ensino-aprendizagem; Interação oral; Professor/alunos; Feedback avaliativo formativo; Teaching and learning processes; Oral conversation interaction; Teacher-students; Evaluative formative feedback

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Varela, L. M. (2011). Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16229

Chicago Manual of Style (16th Edition):

Varela, Leodecio Martins. “Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido .” 2011. Masters Thesis, Universidade do Rio Grande do Norte. Accessed September 19, 2019. http://repositorio.ufrn.br/handle/123456789/16229.

MLA Handbook (7th Edition):

Varela, Leodecio Martins. “Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido .” 2011. Web. 19 Sep 2019.

Vancouver:

Varela LM. Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2019 Sep 19]. Available from: http://repositorio.ufrn.br/handle/123456789/16229.

Council of Science Editors:

Varela LM. Interação em sala de aula de língua inglesa: o feedback como estratégia do desempenho assistido . [Masters Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/16229

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