ENGLISH

The Cambridge Handbook of Instructional Feedback

By Anastasiya A. Lipnevich (editor) , Jeffrey K. Smith (editor)

Book information

Publisher
Cambridge University Press
Year
2019
ISBN
9781107179394, 9781316832134, 2018021298, 9781316631317, 1316631311
Language
english
Format
PDF
Filesize
7 MB (7009504 bytes)
Series
Cambridge Handbooks in Psychology
Pages
648/650\650
Topic
Psychology
Time added
2022-11-24 00:01:25

Description

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it. 04_0_pp_v_vii_Contents 05_0_pp_viii_ix_Figures 06_0_pp_x_xi_Tables 07_0_pp_xii_xiv_Contributors 08_0_pp_xv_xvi_Foreword 09_0_pp_xvii_xxv_Preface 10_0_pp_xxvi_xxviii_Acknowledgments I Theoretical_Foundations 11_1_pp_3_28_Feedback 11_2_pp_29_51_Becoming_Proficient 11_3_pp_52_78_Summative_and_Formative_Feedback 11_4_pp_79_96_Toward_a_Taxonomy_of_Written_Feedback_Messages 11_5_pp_97_120_Methods_in_Feedback_Research II Domain-Specific_Feedback 12_1_pp_123_144_Assessment_Feedback_in_Primary_Schools_in_Singapore_and_Beyond 12_2_pp_145_168_Instructional_Feedback_in_Writing 12_3_pp_169_190_Instructional_Feedback_in_Mathematics 12_4_pp_191_218_Looking_Closely_at_Mathematics_and_Science_Classroom_Feedback_Practices 12_5_pp_219_239_Instructional_Feedback_in_Music 12_6_pp_240_263_Feedback_and_Noncognitive_Skills 12_7_pp_264_288_Feedback_in_Tertiary_Education 12_8_pp_289_312_Instructional_Feedback_in_Medical_Education 12_9_pp_313_332_360-Degree_Feedback_at_the_Workplace III Contexts_and_Sources_of_Feedback 13_1_pp_335_356_Technology-Enhanced_Feedback 13_2_pp_357_375_Digital_Games_as_Tools_for_Embedded_Assessment 13_3_pp_376_408_Feedback_in_the_Context_of_Self-Assessment 13_4_pp_409_431_Providing_Formative_Peer_Feedback 13_5_pp_432_450_Feedback_Correctives_and_the_Use_of_Pre-Assessments 13_6_pp_451_473_Teacher_Expectations_and_Feedback_Practices_in_South_African_Schools 13_7_pp_474_503_Interactive_Assessment 13_8_pp_504_516_Instructional_Feedback_in_Animals IV Student_Responses_to_Feedback 14_1_pp_519_530_The_Emotional_Dynamics_of_Feedback_from_the_Students_Point_of_View 14_2_pp_531_553_Facilitating_Students_Active_Engagement_with_Feedback 14_3_pp_554_574_Performance_Feedback_and_Emotions 14_4_pp_575_588_The_Relationship_between_Creativity_and_Feedback V Concluding_Remarks 15_1_pp_591_603_Instructional_Feedback 16_0_pp_604_622_Index

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