Divergent and convergent feedback : how science teachers conceptualise and practise oral feedback, and how students perceive it helps their learning
Feedback is frequently cited as an important practice in promoting student learning, yet reviews of research around written marking have concluded that the quality of existing evidence is insufficient to provide definitive answers as to what approaches are impactful. Even less is known about feedbac...
| Main Author: | |
|---|---|
| Other Authors: | |
| Published: |
University of York
2017
|
| Subjects: | |
| Online Access: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.759875 |