The Cambridge handbook of instructional feedback
"'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times...
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Cambridge University Press
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| 245 | 1 | 0 | |a The Cambridge handbook of instructional feedback |c edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| 246 | 1 | 3 | |a Handbook of instructional feedback |
| 264 | 1 | |a Cambridge, United Kingdom |b Cambridge University Press |c 2018 | |
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| 500 | |a Includes bibliographical references and index | ||
| 520 | |a "'Feedback, like rain, should be gentle enough to nourish a person's growth without destroying the roots.' This quote (modified from the original by Frank A. Clark) is a simple reminder that feedback can be helpful or not, assume a variety of forms, be provided at different times, and have diverse effects on different people. But what if there were a drought (no rain, no feedback)? Consider the following two questions: If a tree falls in the woods and nobody's around to hear it...does it make a noise? If a teacher instructs some content or skill and doesn't assess and support learning...can students deeply learn? In both cases, the answer is no. So feedback is really important...not just for learning new things, but pretty much across all of life. There are countless examples of feedback in nature...with both positive and negative functions. For example, our hypothalamus reacts to changes in temperature and responds appropriately. If the temperature drops, we shiver to bring up the temperature; and if it's too hot, we sweat to cool down via evaporation. Predator-prey relations in nature are also well-known examples of feedback loops, as is climate change. The key difference between positive and negative feedback is their response to change...positive feedback enlarges change while negative feedback reduces change"... | ||
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Datensatz im Suchindex
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| adam_text | THE CAMBRIDGE HANDBOOK OF INSTRUCTIONAL FEEDBACK
/ / /
: : : 2018
TABLE OF CONTENTS / INHALTSVERZEICHNIS
^^ - INTERACTIVE ASSESSMENT : CULTURAL PERSPECTIVES AND PRACTICES IN THE
NEXUS OF HEART OR MIND / MASAHIRO ARIMOTO AND IAN CLARK
INSTRUCTIONAL FEEDBACK IN ANIMALS / ALLISON B. KAUFMAN AND MICHELE M.
PAGEL
THE EMOTIONAL DYNAMICS OF FEEDBACK FROM THE STUDENTE1S POINT OF VIEW /
RICK STIGGINS
FACILITATING STUDENTSE1 ACTIVE ENGAGEMENT WITH FEEDBACK / ANDERS
JOINSSON AND ERNESTO PANADERO
PERFORMANCE FEEDBACK AND EMOTIONS / THOMAS GOETZ, ANASTASIYA A.
LIPNEVICH, MAIKE KRANNICH, AND KATARZYNA GOGOL
THE RELATIONSHIP BETWEEN CREATIVITY AND FEEDBACK / MOLLY HOLINGER AND
JAMES C. KAUFMAN
INSTRUCTIONAL FEEDBACK : ANALYSIS, SYNTHESIS, AND EXTRAPOLATION /
JEFFREY K. SMITH AND ANASTASIYA LIPNEVICH
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
Contents
List of Figures
List of Tables
List of Contributors
Foreword
VALERIE SHUTE
Preface
A ckno wledgments
Part I Theoretical Foundations: Methods and Concepts
1 Feedback: At the Heart of - But Definitely Not All
of - Formative Assessment
DYLAN WILIAM
2 Becoming Proficient: An Alternative Perspective
on the Role of Feedback
GORDON STOBART
3 Summative and Formative Feedback
SUSAN M. BROOKHART
4 Toward a Taxonomy of Written Feedback Messages
JACQUI MURRAY, N. RUTH GASSON, AND JEFFREY
K. SMITH
5 Methods in Feedback Research
GAVIN T. L. BROWN AND LOIS R. HARRIS
Part II Domain-Specific Feedback
6 Assessment Feedback in Primary Schools in Singapore
and Beyond
KELVIN H. K. TAN AND HWEI MING WONG
7 Instructional Feedback in Writing
STEVE GRAHAM
8 instructional Feedback in Mathematics
MARIAN SMALL AND AMY LIN
page viii
X
xii
XV
xvii
xxvi
1
3
29
52
79
97
121
123
145
169
VI
Contents
9 Looking Closely at Mathematics and Science Classroom Feedback
Practices: Examining Artifacts, Students Products, and Teachers
Communications
MARIA ARACELI RUIZ-PRIMO AND HEIDI KROOG 191
10 Instructional Feedback in Music
KELLY A. PARKES 219
11 Feedback and Noncognitive Skills: From Working Hypotheses to
Theory-Driven Recommendations for Practice
DANA MURANO, JONATHAN E. MARTIN, JEREMY BURRUS,
AND RICHARD D. ROBERTS 240
12 Feedback in Tertiary Education: Challenges and
Opportunities for Enhancing Current Practices
JACQUES VAN DER MEER AND PHILLIP DAWSON 264
13 Instructional Feedback in Medical Education
JOAN SARGEANT AND CHRISTOPHER WATLING 289
14 360-Degree Feedback at the Workplace: A Transformative
Learning Perspective
VIDYA S. ATHOTA AND ASHISH MALIK 313
Part III Contexts and Sources of Feedback 333
15 Technology-Enhanced Feedback
CASSIM MUNSHI AND CHRISTOPHER C. DENEEN 335
16 Digital Games as Tools for Embedded Assessment
BRUCE D. HOMER, TERESA M. OBER, AND JAN L. PLASS 357
17 Feedback in the Context of Self-Assessment
HEIDI L. ANDRADE 376
18 Providing Formative Peer Feedback: What Do We Know?
ERNESTO PANADERO, ANDERS JONSSON, AND MARYAM
ALQASSAB 409
19 Feedback, Correctives, and the Use of Pre-Assessments
THOMAS R. GUSKEY 432
20 Teacher Expectations and Feedback Practices in South African
Schools
ANIL KANJEE 451
21 Interactive Assessment: Cultural Perspectives and Practices
in the Nexus of Heart or Mind
MASAHIRO ARIMOTO AND IAN CLARK 474
22 Instructional Feedback in Animals
ALLISON B. KAUFMAN AND MICHELE M. PAGEL 504
Contents
vii
Part IV Student Responses to Feedback 517
23 The Emotional Dynamics of Feedback from the Student s
Point of View
RICK STIGGINS 519
24 Facilitating Students Active Engagement with Feedback
ANDERS JONSSON AND ERNESTO PANADERO 531
25 Performance Feedback and Emotions
THOMAS GOETZ, ANASTASIYA A. LIPNEVICH, MAIKE
KRANNICH, AND KATARZYNA GOGOL 554
26 The Relationship between Creativity and Feedback
MOLLY HOLINGER AND JAMES C. KAUFMAN 575
Part V Concluding Remarks 589
27 Instructional Feedback: Analysis, Synthesis, and Extrapolation
JEFFREY K. SMITH AND ANASTASIYA A. LIPNEVICH 591
Index
604
|
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| spellingShingle | The Cambridge handbook of instructional feedback Feedback (Psychology) Communication in education Unterricht (DE-588)4062005-0 gnd Lernzielkontrolle (DE-588)4167417-0 gnd Rückmeldung (DE-588)4178647-6 gnd |
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| title | The Cambridge handbook of instructional feedback |
| title_alt | Handbook of instructional feedback |
| title_auth | The Cambridge handbook of instructional feedback |
| title_exact_search | The Cambridge handbook of instructional feedback |
| title_full | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| title_fullStr | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| title_full_unstemmed | The Cambridge handbook of instructional feedback edited by Anastasiya A. Lipnevich (Queens College and the Graduate Center, City University of New York), Jeffrey K. Smith (University of Otago, New Zealand) |
| title_short | The Cambridge handbook of instructional feedback |
| title_sort | the cambridge handbook of instructional feedback |
| topic | Feedback (Psychology) Communication in education Unterricht (DE-588)4062005-0 gnd Lernzielkontrolle (DE-588)4167417-0 gnd Rückmeldung (DE-588)4178647-6 gnd |
| topic_facet | Feedback (Psychology) Communication in education Unterricht Lernzielkontrolle Rückmeldung Aufsatzsammlung |
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