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Conditions and Effects of Feedback Viewed Through the Lens of the Interactive Tutoring Feedback Model
16 references·2 citing·32 second hop
Conditions and Effects of Feedback Viewed Through the Lens of the Interactive Tutoring Feedback Model (2016)Conditions and Effects of Feedback Viewed…Making Sense of Assessment Feedback in Higher Education (2013)Making Sense of Assessment Fe…Visible learning: a synthesis of over 800 meta‐analyses relating to achievement (2009)Visible learning: a synthesis…Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Visible Learning: A Synthesis…Visible Learning (2008)Visible LearningFocus on Formative Feedback (2008)Focus on Formative FeedbackThe Power of Feedback (2007)The Power of FeedbackFormative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Defining and selecting key competencies. (2001)Defining and selecting key co…Concept of competence: A conceptual clarification (2001)Concept of competence: A conc…Studying as Self-Regulated Learning (1998)Studying as Self-Regulated Le…Metacognition in Educational Theory and Practice (1998)Metacognition in Educational …Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…Formative assessment and the design of instructional systems (1989)Formative assessment and the …On the definition of feedback (1983)On the definition of feedbackThe Human Use of Human Beings: Cybernetics and Society (1952)The Human Use of Human Beings…The Human Use of Human Beings: Cybernetics and Society (1951)The Human Use of Human Beings…Learning from errors and failure in educational contexts: New insights and future directions for research and practice (2024)Learning from errors and fail…Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education (2022)Towards a Framework to Suppor…Judgment under Uncertainty: Heuristics and Biases (1974)Judgment under Uncertainty: Heuristics and Biases (1975)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Assessment and Classroom Learning (1998)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)The development of student feedback literacy: enabling uptake of feedback (2018)Self-theories: Their Role in Motivation, Personality, and Development (1999)Beyond feedback: developing student capability in complex appraisal (2010)Online formative assessment in higher education: A review of the literature (2011)Measuring the Effects of Schooling (1992)Mega-Analysis of Meta-Analyses (1997)A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. (1999)Philosophical Investigations. (1954)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Goal setting and task performance: 1969-1980. (1981)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Toward a design theory of problem solving (2000)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)Developing the theory of formative assessment (2009)New Effect Size Rules of Thumb (2009)Improving Students’ Learning With Effective Learning Techniques (2013)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)Social Analyses of Computing: Theoretical Perspectives in Recent Empirical Research (1980)Rethinking models of feedback for learning: the challenge of design (2012)The ethics of algorithms: Mapping the debate (2016)Clarifying differences between review designs and methods (2012)What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism (2015)Seven strong claims about successful school leadership revisited (2019)
this work references cited by second hop

References

  • 2007The Power of Feedback14,467 cited
  • 2008Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement6,937 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice6,338 cited
  • 2008Focus on Formative Feedback4,953 cited
  • 2009Visible learning: a synthesis of over 800 meta‐analyses relating to achievement4,588 cited
  • 1989Formative assessment and the design of instructional systems4,551 cited
  • 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,397 cited
  • 2008Visible Learning3,292 cited
  • 1998Metacognition in Educational Theory and Practice2,138 cited
  • 1951The Human Use of Human Beings: Cybernetics and Society1,655 cited
  • 1998Studying as Self-Regulated Learning1,589 cited
  • 2001Concept of competence: A conceptual clarification1,279 cited
  • 2013Making Sense of Assessment Feedback in Higher Education1,194 cited
  • 2001Defining and selecting key competencies.1,094 cited
  • 1952The Human Use of Human Beings: Cybernetics and Society963 cited
  • 1983On the definition of feedback

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939 cited

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  • 2022Towards a Framework to Support the Implementation of Digital Formative Assessment in Higher Education43 cited
  • 2024Learning from errors and failure in educational contexts: New insights and future directions for research and practice33 cited