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/cavanaugh81.htm 6. Cooper, N.J. (2000). Facilitating learning from formative feedback in level 3 assessment. In Assessment and Evaluation in Higher Education, 25(3), (pp. 279-291). Available through: EBSCOhost [18 November 2014]. 7. Gibbs, G. and Simpson, C. (2004-5). Conditions under which Assessment Supports Students’ Learning. In Learning and Teaching in Higher Education, 1, (pp. 3-31). Available at: [Accessed 15 November 2014]. 8. Gosling, D. and Moon, J. (2002). How to use Learning Outcomes and

and weak learning outcomes, the strong and weak learners and teachers, and the strong and weak learning outcomes of each learner or teacher? Can they report student self-assessment overestimation? Can they inform formative feedback and summative examinations? Can this paradigm support evidence-based teaching/learning SWOT policy? 2 Methods Under the auspice of the Faculty of Medicine of the University of Crete, Greece, the Greek Oncology Research Group has been organizing for the last 15 years the extra-curricular seminar “Hellenic Medical Student Oncology Meeting

Negotiation.” Mathematics Education Research Group of Australasia (2014). FLODÉN, JONAS. “The impact of student feedback on teaching in higher education.” Assessment & Evaluation in Higher Education 42.7 (2017): 1054-1068. Happy or Not Ltd. 2019. “Customer Stories.” Accessed August 3, 2019. HATZIAPOSTOLOU, THANOS, AND IRAKLIS PARASKAKIS. “Enhancing the impact of formative feedback on student learning through an online feedback system.” Electronic Journal of e-Learning 8, no. 2 (2010): 111-122. KING, MALCOLM, IAN MORISON

) & Northhampton MA.: St. Jerome Publishing Kirby, P.C., Paradise, L.V., King, M.I. (1992). “Extraordinary Leaders in Education: Understanding Transformational Leadership‖. In: The Journal of Educational Research, 85 (5): 303-311 Krogerus, M., R. Tschäppeler y S. Guitart, (2001) El pequeðo libro de las grandes decisiones: 50 modelos para el pensamiento estratégico: Grupo Planeta. McGarrell, H. y Verbeem, J. (2007). Motivating revision of drafts through formative feedback. ELT Journal, 61(3), 228-236 Cebrián Pena, A. (2009). Gestiona Mejor tu Vida. Claves y hábitos para ser más

and feedback , 159-175. Shute, V.J. (2008). Focus on formative feedback. Review of educational research , 78 (1), 153-189. Sibilio, M. & Di Tore, S. (2014). Body, movement and space for a simplex didactics: a pilot study on the realization of a font for Specific Learning Disabilities. Education Sciences & Society , 4(2). Stella, G. (2003). La dislessia: aspetti clinici, psicologici e riabilitativi (Vol. 133). Milano: Franco Angeli. Strong, G.K., Torgerson, C.J., Torgerson, D. & Hulme, C. (2011). A systematic meta-analytic review of evidence for the

–4. Perspectives on Curriculum Evaluation, Rand McNally, Chicago. Park, Y., & Jo, I. H. (2015). Development of the Learning Analytics Dashboard to Support Students’ Learning Performance. J. UCS , 21 (1), 110-133. Quagini, M. (2015). SMARTechnology. Crm & Digital Innovation per creare valore in azienda: Crm & Digital Innovation per creare valore in azienda . Franco Angeli. Sclater, N. (2017). Learning analytics explained . New York: Routledge. Scriven M. (1967), The methodology of evaluation . Lafayette, Ind: Purdue University. Shute, V. J. (2008). Focus on formative

assessment feedback. Advances in Health Sciences Education, 14 (3), 399-410. 43. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19 , 460-475. 44. Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78 (1), 153–189. doi: 10.3102/0034654307313795 45. Tan, K. (2007). Conceptions of self-assessment: What is needed for long term learning? In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 114-127). London: Routledge. 46

, such as in a survey based on a convenient sample in five European countries (Denmark, Germany, Poland, the Netherlands and the United Kingdom) ( 17 ). One of the challenges of teaching medical trainees is to choose an assessment method that is directed towards enhancing learning in addition to assessing clinical competence. Workplace-based assessments allow trainees to continually gather evidence of learning and formative feedback ( 18 ). Feedback in workplace-based clinical settings often relies on expert trainers’ judgements of the directly observed trainee ( 15

Procedural Skills Evaluation Form, 4-point scale, amount of assistance is documented ranging from significant guidance is provided to performed independently; communication skills etc. are included; Student's self-assessment is included; Difficulty of the procedures is rated as well Not specified Not required Not specified Low stakes examination (formative feedback) Swift et al. (2013) It was only possible to use data from a small pilot study. The follow up study evaluated a 6 station OSCE. Single values for a specific scale were not available mO-S3 USA Physiotherapy