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An examination of the effectiveness ...

Dopke, Lisa.

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An examination of the effectiveness of differing types of feedback across controlled written assignment scenarios.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An examination of the effectiveness of differing types of feedback across controlled written assignment scenarios./
作者:	Dopke, Lisa.
面頁冊數:	123 p.
附註:	Source: Masters Abstracts International, Volume: 49-01, page: 0062.
Contained By:	Masters Abstracts International49-01.
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1486186
ISBN:	9781124225395

An examination of the effectiveness of differing types of feedback across controlled written assignment scenarios.
Dopke, Lisa.

An examination of the effectiveness of differing types of feedback across controlled written assignment scenarios. - 123 p.

Source: Masters Abstracts International, Volume: 49-01, page: 0062.

Thesis (M.S.)--Grand Valley State University, 2010.

The development of effective writing skills is a primary goal in higher education. For this reason, various aspects of the feedback communication and related processes have been examined as instructors have devised strategies for helping students develop and improve writing proficiencies. Within this repertoire of strategies, the most common and often most practical method is to provide written feedback on student's writing assignments. While research has uncovered a range of potentially relevant variables that likely influences the efficacy of this feedback, there remains little agreement as to a common set of dynamics that can facilitate the extent of improvement most instructors hope to achieve. The present study builds on the existing body of research by providing empirically grounded support to reinforce the value of written feedback while suggesting a replicable method for exploring the variables that contribute to feedback efficacy.

ISBN: 9781124225395Subjects--Topical Terms:

1669025
Education, Pedagogy.

An examination of the effectiveness of differing types of feedback across controlled written assignment scenarios.
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