Exploring the relationship between personalized feedback models, learning design and assessment outcomes
Author:
Affiliation:
1. University of British Columbia, Vancouver, Canada
2. University of South Australia, Adelaide, Australia
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/02602938.2022.2139351
Reference30 articles.
1. Feedback in Higher and Professional Education
2. Rethinking models of feedback for learning: the challenge of design
3. Differing perceptions in the feedback process
4. Teacher feedback literacy and its interplay with student feedback literacy
5. Deci, E. L., R. Koestner, and R. M. Ryan. 1999. “The Undermining Effect is a Reality after All—Extrinsic Rewards, Task Interest, and Self-Determination: Reply to Eisenberger, Pierce, and Cameron (1999) and Lepper, Henderlong, and Gingras (1999).”
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