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035   $a(OCoLC)921235522
035   $a(FINmELB)ELB148626
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100   $a20160622h20152015  uy             0
101 0 $aeng
135   $aur|n|---|||||
181   $2rdacontent
182   $2rdamedia
183   $2rdacarrier
200 10$aImproving learning in secondary schools $econditions for successful provision and uptake of classroom assessment feedback /$fKenneth Ndifor Tangie
210  1$aNewcastle upon Tyne, England :$cCambridge Scholars Publishing,$d2015.
210  4$dİ2015
215   $a1 online resource (329 p.)
300   $aDescription based upon print version of record.
311   $a1-4438-7693-3 
320   $aIncludes bibliographical references.
330   $aImproving 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
606   $aGrading and marking (Students)
606   $aStudents$xSelf-rating of
606   $aLearning, Psychology of
615  0$aGrading and marking (Students)
615  0$aStudents$xSelf-rating of.
615  0$aLearning, Psychology of.
676   $a371.272
700   $aTangie$b Kenneth Ndifor$01593572
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910823525203321
996   $aImproving learning in secondary schools$93913767
997   $aUNINA