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Comparative effect of online summative and formative assessment on EFL student writing ability
16 references·3 citing·41 second hop
Comparative effect of online summative and formative assessment on EFL student writing ability (2018)Comparative effect of online summative an…The effect of blended learning on student performance at course-level in higher education: A meta-analysis (2017)The effect of blended learnin…Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom (2017)Exploring the role of e-learn…Measuring student engagement in technology-mediated learning: A review (2015)Measuring student engagement …Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction (2014)Rethinking the role of automa…Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators (2014)Group regulation and social-e…The effects of computer-generated feedback on the quality of writing (2013)The effects of computer-gener…Making Sense of Assessment Feedback in Higher Education (2013)Making Sense of Assessment Fe…Online formative assessment in higher education: A review of the literature (2011)Online formative assessment i…Formative Assessment: A Meta-Analysis and a Call for Research (2011)Formative Assessment: A Meta-…Reliability and validity of rubrics for assessment through writing (2010)Reliability and validity of r…Developing sustainable feedback practices (2010)Developing sustainable feedba…Developing the theory of formative assessment (2009)Developing the theory of form…The 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…Non-native/Non-native Conversations: A Model for Negotiation of Meaning (1985)Non-native/Non-native Convers…Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges (2022)Implementing technology-enhan…Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus (2021)Comparative study of the effe…Syntactic complexity in individual, collaborative and E-collaborative EFL writing: mediating role of writing modality, L1 and sustained development in focus (2020)Syntactic complexity in indiv…Assessment and Classroom Learning (1998)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Formative assessment: a critical review (2011)What is assessment for learning? (2011)Communities of practice learning, meaning, and identity (1999)Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice (2003)Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017)Formative assessment and the design of instructional systems (1989)Sustainable assessment revisited (2015)Authentic assessment: creating a blueprint for course design (2017)Developing evaluative judgement: enabling students to make decisions about the quality of work (2017)Cognitive Load During Problem Solving: Effects on Learning (1988)Using thematic analysis in psychology (2006)Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)Teacher feedback literacy and its interplay with student feedback literacy (2020)The power of internal feedback: exploiting natural comparison processes (2020)Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Self-theories: Their Role in Motivation, Personality, and Development (1999)Rethinking models of feedback for learning: the challenge of design (2012)The Measurement of Observer Agreement for Categorical Data (1977)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Development and validation of brief measures of positive and negative affect: The PANAS scales. (1988)Four key challenges to the design of blended learning: A systematic literature review (2017)Online learning in higher education: exploring advantages and disadvantages for engagement (2018)Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019)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)The development of student feedback literacy: enabling uptake of feedback (2018)Principles and Practice of Structural Equation Modeling (1998)Principles and Practice of Structural Equation Modeling (2012)The impact of a flipped classroom approach on student learning experience (2018)The Impact of the Flipped Classroom Model on Students' Academic Achievement (2018)Dampak pandemi Covid-19 terhadap kepuasan pembelajaran jarak jauh (2020)Input, Interaction, and Second Language Production (1994)Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom (1998)Oral corrective feedback in second language classrooms (2012)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2007The Power of Feedback12,871 cited
  • 2006Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice5,821 cited
  • 2009Developing the theory of formative assessment3,292 cited
  • 2011Online formative assessment in higher education: A review of the literature1,267 cited
  • 2013Making Sense of Assessment Feedback in Higher Education1,140 cited
  • 2015Measuring student engagement in technology-mediated learning: A review1,009 cited
  • 2010Developing sustainable feedback practices869 cited
  • 1985Non-native/Non-native Conversations: A Model for Negotiation of Meaning753 cited
  • 2017Exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom514 cited
  • 2011Formative Assessment: A Meta-Analysis and a Call for Research420 cited
  • 2017The effect of blended learning on student performance at course-level in higher education: A meta-analysis364 cited
  • 2010Reliability and validity of rubrics for assessment through writing299 cited
  • 2014Rethinking the role of automated writing evaluation (AWE) feedback in ESL writing instruction285 cited
  • 2013

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The effects of computer-generated feedback on the quality of writing
275 cited
  • 2014Group regulation and social-emotional interactions observed in computer supported collaborative learning: Comparison between good vs. poor collaborators265 cited
  • Cited by

    • 2021Comparative study of the effect of face-to-face and computer mediated conversation modalities on student engagement: speaking skill in focus35 cited
    • 2020Syntactic complexity in individual, collaborative and E-collaborative EFL writing: mediating role of writing modality, L1 and sustained development in focus29 cited
    • 2022Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges29 cited