| Description |
1 online resource : text file, PDF |
| Contents |
Cover ; Half Title ; Title Page ; Copyright Page ; Dedication ; Table of Contents ; Introduction; PART I: Feedback for learning in theory, policy and practice; 1. Framing learning in national and international assessment policy contexts; Chapter overview; Educational purpose; The commodification of learning; Measurement of learning, and its impact in classrooms; Different possibilities; The importance of pupils; 2. The relationship between teaching, learning and assessment; Chapter overview; The importance of teachers |
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National policy enactment and the shaping of teaching, learning and assessment relationshipsRe-establishing the distinctiveness of formative assessment; Formative assessment, assessment for learning and assessment as learning; Pupil positioning; Socio-cultural historical activity theory underpinnings; Past, present and future; 3. What do we know about feedback?; Chapter overview; The research field on feedback; Meta-analysis in research on feedback; Framing definitions of feedback; Constructing feedback; Frequency and timing of feedback; The purpose and focus of feedback; Forms of feedback |
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Confusion and contradictionReceiving feedback; Considering 'validity'; Limits to our understanding of feedback.; PART II: Conceptualising the learning gap; 4. Conceptualising the learning gap: a deterministic approach; Chapter overview; The impact of global educational policy governance; High-stakes national testing in England; High-stakes national testing in the United States of America; Inequalities and testing outcomes; Teaching and learning within high-stakes assessment systems; National and international framing of the learning gap |
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System-level feedback for learning in the global classroomChallenges to the deterministic approach; 5. Conceptualising the learning gap: a relational approach; Chapter overview; Social constructivism and social constructionism; The Zone of Proximal Development; Identifying the Zone of Proximal Development; Interactions within the ZPD; Imitation within the ZPD; Activity within the ZPD; The intrapsychological process; The significance of language and speech within social constructivism for feedback; The learning gap as relational |
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Implications of a relational understanding of the learning gap for pupil feedback6. Conceptualising the learning gap: an individualistic approach; Chapter overview; Locating the pupil in the educational endeavour; Recognising learning beyond economic outcomes; The limits of standardising individuals in research; Feedback within personal narrative; Being curious; Attempts to conceptualise curiosity; What drives curiosity?; Curiosity in the classroom context of pupil feedback for learning |
| Summary |
"Feedback is often considered to be one of the pivotal enablers of formative assessment. This key topic has received considerable attention within research literature and has been studied by a number of leading experts in the field. This book is positioned at the heart of these debates and offers a specific contribution to 'exploring' and 'exploiting' the learning gap which feedback seeks to shift. Developing Feedback for Pupil Learning seeks to synthesise what we know about feedback and learning into more in-depth understandings of what influences both the structure of and changes to the learning gap. This research-informed but accessibly written enquiry is at the very heart of teaching, learning and assessment. It offers a timely contribution to understanding what works (and what doesn't) for whom and why. Split into three main parts, it covers:Feedback for learning in theory, policy and practice;Conceptualising the 'learning gap';New futures for feedback. This text will be essential reading for students, teachers, researchers and all those who engage with issues related to teaching, learning and assessment academically."--Provided by publisher |
| Subject |
Educational tests and measurements.
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Communication in education.
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Feedback (Psychology)
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Effective teaching.
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Educational equalization.
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EDUCATION -- Administration -- General.
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EDUCATION -- Organizations & Institutions.
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Communication in education
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Educational equalization
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Educational tests and measurements
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Effective teaching
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Feedback (Psychology)
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| Form |
Electronic book
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| ISBN |
9781315564210 |
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1315564211 |
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