SZodixStudyAcademic Library
ShelvesOpen access
Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated
La retroalimentación: La clave para una evaluación orientada al aprendizaje
16 references·0 citing·32 second hop
La retroalimentación: La clave para una evaluación orientada al aprendizaje (2017)La retroalimentación: La clave para una e…Rethinking feedback practices in higher education: a peer review perspective (2013)Rethinking feedback practices…What is assessment for learning? (2011)What is assessment for learni…Formative assessment: a critical review (2011)Formative assessment: a criti…Inside the Black Box: Raising Standards through Classroom Assessment (2010)Inside the Black Box: Raising…Inquiry as stance: practitioner research for the next generation (2010)Inquiry as stance: practition…Student perceptions of quality feedback in teacher education (2009)Student perceptions of qualit…Inquiry as Stance: Practitioner Research for the Next Generation (2009)Inquiry as Stance: Practition…Developing the theory of formative assessment (2009)Developing the theory of form…Focus on Formative Feedback (2008)Focus on Formative FeedbackDar clase con la boca cerrada. (2008)Dar clase con la boca cerrada.The Power of Feedback (2007)The Power of FeedbackLearning‐oriented assessment: conceptual bases and practical implications (2007)Learning‐oriented assessment:…Learning‐oriented assessment: principles and practice (2006)Learning‐oriented assessment:…Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)Formative assessment and self…Differing perceptions in the feedback process (2006)Differing perceptions in the …Evaluar en la universidad : problemas y nuevos enfoques (2003)Evaluar en la universidad : p…Assessment and Classroom Learning (1998)Self-theories: Their Role in Motivation, Personality, and Development (1999)Making Sense of Assessment Feedback in Higher Education (2013)The use of scoring rubrics for formative assessment purposes revisited: A review (2013)Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes (2015)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Online formative assessment in higher education: A review of the literature (2011)Inside/Outside: Teacher Research and Knowledge (1993)Relationships of Knowledge and Practice: Teacher Learning in Communities (1999)Language teacher research engagement (2010)Informal online communities and networks as a source of teacher professional development: A review (2016)Participatory Research Methods – Choice Points in the Research Process (2020)Formative assessment and the design of instructional systems (1989)Learning to Teach in Higher Education (2003)Beyond feedback: developing student capability in complex appraisal (2010)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)Those Who Understand: Knowledge Growth in Teaching (1986)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Classroom assessment and pedagogy (2018)The Role of Assessment in a Learning Culture (2000)Taking science to school: learning and teaching science in grades K-8 (2008)The New Meaning of Educational Change (2010)Handbook of research on teaching (1986)A social-cognitive approach to motivation and personality. (1988)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Rethinking models of feedback for learning: the challenge of design (2012)The development of student feedback literacy: enabling uptake of feedback (2018)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)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)
this work references cited by second hop

References

  • 2007The Power of Feedback12,871 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2008Focus on Formative Feedback4,623 cited
  • 2010Inside the Black Box: Raising Standards through Classroom Assessment4,228 cited
  • 2009Developing the theory of formative assessment3,292 cited
  • 2010Inquiry as stance: practitioner research for the next generation1,664 cited
  • 2011Formative assessment: a critical review1,493 cited
  • 2009Inquiry as Stance: Practitioner Research for the Next Generation1,415 cited
  • 2011What is assessment for learning?1,281 cited
  • 2006Differing perceptions in the feedback process1,104 cited
  • 2013Rethinking feedback practices in higher education: a peer review perspective967 cited
  • 2007Learning‐oriented assessment: conceptual bases and practical implications638 cited
  • 2009Student perceptions of quality feedback in teacher education428 cited
  • 2008Dar clase con la boca cerrada.412 cited
  • 2003Evaluar en la universidad : problemas y nuevos enfoques248 cited
  • 2006

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

Learning‐oriented assessment: principles and practice
191 cited

Cited by

No citing works inside the corpus for this window.