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1. |
Record Nr. |
UNINA9910349335403321 |
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Titolo |
The Impact of Feedback in Higher Education [[electronic resource] ] : Improving Assessment Outcomes for Learners / / edited by Michael Henderson, Rola Ajjawi, David Boud, Elizabeth Molloy |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (XIX, 303 p. 6 illus., 1 illus. in color.) |
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Disciplina |
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Soggetti |
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Assessment |
Higher education |
Learning |
Instruction |
Educational psychology |
Assessment, Testing and Evaluation |
Higher Education |
Learning & Instruction |
Pedagogic Psychology |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter 1. Why focus on feedback impact?; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 2. Identifying feedback that has impact; Michael Henderson, Rola Ajjawi, David Boud and Elizabeth Molloy -- Chapter 3. Beware the simple impact measure: learning from the parallels with student engagement; Joanna Tai, Phillip Dawson, Margaret Bearman and Rola Ajjawi -- Chapter 4. Learners' feedback literacy and the longer term: Developing capacity for impact; David Carless -- Chapter 5. Re-conceptualizing feedback through a sociocultural lens; Rachelle Esterhazy -- Chapter 6. Attending to emotion in feedback; Elizabeth Molloy, Christy Noble, Rola Ajjawi -- Chapter 7. Embracing errors for learning: Intrapersonal and interpersonal factors in feedback provision and processing in dyadic interactions; Jochem E.J. Aben, Filitsa Dingyloudi, Anneke C. |
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Timmermans, Jan-Willem Strjibos -- Chapter 8. Operationalising dialogic feedback to develop students' evaluative judgement and enactment of feedback; Edd Pitt -- Chapter 9. Turning self-assessment into self-feedback; Ernesto Panadero, Anastasiya Lipnevich and Jaclyn Broadbent -- Chapter 10. How debriefing can inform feedback: practices that make a difference; Margaret Bearman, Walter Eppich, Debra Nestel -- Chapter 11. Impact of personalized feedback: The case of coaching and learning change plans; Jocelyn M Lockyer, Heather A Armson, Karen D Könings, Marygrace Zetkulic, Joan Sargeant -- Chapter 12. Identifying the impact of feedback over time and at scale: Opportunities for learning analytics; Tracii Ryan, Dragan Gašević and Michael Henderson -- Chapter 13. Facilitating students' use of feedback: Capturing and tracking impact using digital tools; Naomi Winstone -- Chapter 14. Improving feedback research in naturalistic settings; Rola Ajjawi, David Boud, Michael Henderson, Elizabeth Molloy -- Chapter 15. Designing feedback for impact; Michael Henderson, Elizabeth Molloy, Rola Ajjawi, David Boud. |
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Sommario/riassunto |
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This book asks how we might conceptualise, design for and evaluate the impact of feedback in higher education. Ultimately, the purpose of feedback is to improve what students can do: therefore, effective feedback must have impact. Students need to be actively engaged in seeking, sense-making and acting upon any information provided to them in order to develop and improve. Feedback can thus be understood as not just the giving of information, but as a complex process integral to teaching and learning in which both teachers and students have an important role to play. The editors challenge us to ask two fundamental questions: when does feedback make a difference, and how can we recognise that impact? This volume draws together leading international researchers across diverse disciplines, offering promising directions for both research and practice. |
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2. |
Record Nr. |
UNINA9910808126103321 |
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Titolo |
Ferment in the intercultural field [[electronic resource] ] : axiology/value/praxis / / editors, William J. Starosta, Guo-Ming Chen |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif. ; ; London, : SAGE, c2003 |
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ISBN |
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1-322-41810-1 |
0-7619-2903-7 |
1-4522-6301-9 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (ix, 305 p.) |
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Collana |
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International and intercultural communication annual ; ; v. 26 |
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Altri autori (Persone) |
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StarostaWilliam J |
ChenGuo-Ming |
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Disciplina |
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Soggetti |
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Intercultural communication - Research |
Intercultural communication - Study and teaching |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Contents; Preface; Section I: Toward a Fifth Moment in Intercultural Communication Research; 1 - "Ferment," an Ethic of Caring, and the Corrective Power of Dialogue; 2 - A Postmodern Critique of Cross-Cultural and Intercultural Communication Research; Section II: Ethics and Axiology in Intercultural Communication; 3 - Intercultural Communication as a Social Problem in a Globalized Context; 4 - Discord in Intercultural Negotiation; Section III: Cultural Communication in Historical Context; 5 - Communication Markers of At-Risk Southeast Asian Refugee Youth |
6 - Academic Witnessing, French Cultures, and the Echoes of Holocaust MemoriesSection IV: Identity Negotiation in Dealings with the Other; 7 - White Positionalities and Cultural Contracts; 8 - A Review of Identity Research in Communication Theory; Section V: On Alternative Centrisms; 9 - Beyond Eurocentrism in the Intercultural Field; 10 - On Theorizing Difference; Index; About the Editors |
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Sommario/riassunto |
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This title examines how the field of intercultural communication has encouraged new techniques in the area of research. The editors, along with a diverse group of distinguished contributors, recall the 1983 topical issue of 'The Journal of Communication' which reported a critical |
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turn and a shift of paradigms in communication research. |
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