Improving learning in secondary schools : conditions for successful provision and uptake of classroom assessment feedback / Kenneth Ndifor Tangie.

Format:

Book

Author/Creator:

Tangie, Kenneth Ndifor, author.

Language:

English

Subjects (All):

Grading and marking (Students).

Students--Self-rating of.

Students.

Learning, Psychology of.

Physical Description:

1 online resource (329 p.)

Edition:

1st ed.

Place of Publication:

Newcastle upon Tyne, England : Cambridge Scholars Publishing, 2015.

Summary:

Improving Learning in Secondary Schools brings together, in a succinct, comprehensive and thought-provoking manner, several dimensions of classroom assessment feedback in one volume. It is based on the principle that students need feedback on their work and conduct at school in order to be able to correct misconceptions and omissions that can render them incapable of making progress and learning in a given subject. The book reports on a doctoral study that examined teachers' feedback practice and its relation to student learning in secondary schools. It presents a critical, fine-grained classi

Contents:

Intro

Table of Contents

List of Figures, Tables and Appendices

Preface

Acknowledgements

List of Abbreviations

Chapter One

1.0 Introduction

1.1 Conceptualisation

1.2 Rationale for the research

1.3 Theoretical inputs to the study

1.4 Conclusion

Chapter Two

2.0 Introduction.

2.1 Revisiting the definition of feedback in learning

2.2 The summative-formative divide and implications on feedbackfor learning

2.3 The role of formative assessment-generated feedback in learning

2.4 Types of feedback and their role in learning

2.5 Students' understanding of feedback and implications for learning

2.6 Students' reactions to feedback and implications for learning

2.7 The influence of socio-cultural factors on feedback provisionand uptake

2.8 Conclusion

Chapter Three

3.0 Introduction

3.1 Paradigmatic considerations in the research

3.2 Research strategy

3.3 Research design and sampling

3.4 Data gathering instruments

3.5 Data collection procedures

3.6 Ethical issues in the study

3.7 Data analysis

3.8 Conclusion

Chapter Four

4.0 Introduction

4.1 Teachers' conceptualisation and understanding of feedback

4.2 Teachers' feedback practice in secondary classrooms in Cameroon

4.3 Conclusion

Chapter Five

5.0 Introduction

5.1 How do various feedback forms work in learning?

5.2 Evidence of students' learning

5.3 Conclusion

Chapter Six

6.0 Introduction

6.1 Conditions for optimal teacher feedback provision

6.2 Conditions for optimal student uptake of teachers' feedback

6.3 Conclusion

Chapter Seven

7.1 Recommendations and perspectives for better feedback practice

7.2 Limitations to the study and prospects for further research

Appendices

Bibliography.

Notes:

Description based upon print version of record.

Includes bibliographical references.

Description based on online resource; title from PDF title page (ebrary, viewed June 17, 2016).

ISBN:

1-4438-8244-5

OCLC:

921235522