Correspondence to: Nicole Graulich, Institute of Chemistry Education, Justus-Liebig-University, Gießen, Germany. Email:Nicole.Graulich@didaktik.chemie.uni-giessen.de Abstract Universities nowadays are confronted with the challenge of offering students sufficient formative feedback about their learning prog...
aQne of hattie's chief recommendations(2009),which had earliear been elaborated in Hattie and Timperley(2007),was that feedback is one of the main influences on student achievement.The key elements of feedback are for students to receive information on 'where am I going?','how am I going...
Finch, MaryEnglish in Australia (0155-2147)
was that feedback is one of the main influences on student achievement.The key elements of feedback are for students to receive information on 'where am I going?','how am I going?',and 'where am I going to next Hattie的首要推荐Qne (2009),在Hattie及早详尽了阐述和Timperley (2007),是...
Hattie & Timperley口譯訓練中的回饋(feedback)指的是教師,同儕或學生本人針對學生在課堂上的口譯表現提供資訊,以說明該學生目前的表現與學習目標間的差距,以及探索縮短此一差距的方法.有鑑於目前針對口譯訓練時學生所收到回饋內容及性質之系統性實證研究甚少,本研究嘗試採用Hattie & Timperley (2007)所提出的回饋模型...
Hattie and Timperley have developed a feedback model in which they define three different functions and four different levels of feedback. Although the model is widely used in educational practice, there is little known about how the model is used in education nor about the optimal distribution ...