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Understanding feedback: A learning theory perspective · Study

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ArticleUnderstanding feedback: A learning theory perspective

Marieke C. G. Thurlings2012

OA

Articlegreen2012

Understanding feedback: A learning theory perspective

Marieke C. G. Thurlings · Marjan Vermeulen · Theo J. Bastiaens · Sjef Stijnen

262 citations·0/0 files stored·Educational Research Review

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Student Assessment and Feedback Evaluation of Teaching Practices Communication in Education and Healthcare

Abstract

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Citations in this library

Stored only when both papers are in the corpus — 262 citations exist upstream.

References

2007The Power of Feedback 1998Assessment and Classroom Learning 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement 1972Human Problem Solving 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice 2008Focus on Formative Feedback 2000Handbook of Self-Regulation

Cited by

2015Do we click in the right way? A meta-analytic review of clicker-integrated instruction 2020Why does peer instruction benefit student learning?2020Flipped classroom as a reform-oriented approach to teaching mathematics 2015Integrating data-based decision making, Assessment for Learning and diagnostic testing in formative assessment 2019A meta-review of the student role in feedback 2016Digital game-based learning in accounting and business education 2021Does coaching, mentoring, and supervision matter for pre-service teachers’ planning skills and clarity of instruction? A meta-analysis of (quasi-)experimental studies 2019Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs

Details

Year2012

Typearticle

Published2012-12-05

VenueEducational Research Review

ISSN-L1747-938X

Languageen

Citations262

Files0 public / 0

ShelfStudent Assessment and Feedback

Identifiers

doi10.1016/j.edurev.2012.11.004

openalex_workW2018058615

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