Improving learning in secondary schools : conditions for successful provision and uptake of classroom assessment feedback / by Kenneth Ndifor Tangie.
Material type:
TextPublisher: Newcastle-upon-Tyne : Cambridge Scholars Publishing, 2015Description: 1 online resource (330 pages)Content type: - text
- computer
- online resource
- 9781443882446
- 1443882445
- Learning strategies
- Learning
- Feedback (Psychology)
- Learning
- Feedback
- Stratégies d'apprentissage
- Apprentissage
- Rétroaction (Psychologie)
- Examinations & assessment
- Teacher assessment
- Primary & middle schools
- EDUCATION -- Essays
- EDUCATION -- Organizations & Institutions
- EDUCATION -- Reference
- Learning
- Learning strategies
- Education, Secondary -- Study and teaching
- Educational tests and measurements
- Feedback (Psychology)
- Grading and marking (Students)
- Learning, Psychology of
- Students -- Self-rating of
- Cameroon
- 370.1523 23
- LB3063
| Item type | Home library | Collection | Call number | Materials specified | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|---|
Electronic-Books
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OPJGU Sonepat- Campus | E-Books EBSCO | Available |
Includes bibliographical references (pages 295-313).
Prolegomena: setting the scene -- Research on feedback and learning: a critical look back -- Investigating teachers' feedback practice and students' learning in anglophone Cameroon secondary schools -- Secondary teachers' feedback conceptualisations, practices and intentions -- The feedback-learning relationship in anglophone Cameroon secondary schools -- Contextual constraints on the feedback for learning relationship -- Conclusion.
Improving Learning in Secondary Schools brings together, in a succinct, comprehensive and thought-provoking manner, several dimensions of classroom assessment feedback in one volume. It is based on the principle that students need feedback on their work and conduct at school in order to be able to correct misconceptions and omissions that can render them incapable of making progress and learning in a given subject. The book reports on a doctoral study that examined teachers' feedback practice and its relation to student learning in secondary schools. It presents a critical, fine-grained classi.
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