02128nam 2200481 450 991082352520332120240131184037.01-4438-8244-5(CKB)3710000000473637(EBL)4534778(MiAaPQ)EBC4534778(OCoLC)921235522(FINmELB)ELB148626(EXLCZ)99371000000047363720160622h20152015 uy 0engur|n|---|||||rdacontentrdamediardacarrierImproving learning in secondary schools conditions for successful provision and uptake of classroom assessment feedback /Kenneth Ndifor TangieNewcastle upon Tyne, England :Cambridge Scholars Publishing,2015.©20151 online resource (329 p.)Description based upon print version of record.1-4438-7693-3 Includes bibliographical references.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 classiGrading and marking (Students)StudentsSelf-rating ofLearning, Psychology ofGrading and marking (Students)StudentsSelf-rating of.Learning, Psychology of.371.272Tangie Kenneth Ndifor1593572MiAaPQMiAaPQMiAaPQBOOK9910823525203321Improving learning in secondary schools3913767UNINA