|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910823525203321 |
|
|
Autore |
Tangie Kenneth Ndifor |
|
|
Titolo |
Improving learning in secondary schools : conditions for successful provision and uptake of classroom assessment feedback / / Kenneth Ndifor Tangie |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Newcastle upon Tyne, England : , : Cambridge Scholars Publishing, , 2015 |
|
©2015 |
|
|
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (329 p.) |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Grading and marking (Students) |
Students - Self-rating of |
Learning, Psychology of |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references. |
|
|
|
|
|
|
Sommario/riassunto |
|
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 |
|
|
|
|
|
|
|