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Mikeska, Jamie N.; Steinberg, Jonathan; Lottero-Perdue, Pamela S.; Cisterna, Dante; Kinsey, Devon; Howell, Heather – Contemporary Issues in Technology and Teacher Education (CITE Journal), 2023
The purpose of this research study was to examine in-service teachers' perceptions about, attention to, and use of two different types of written formative feedback designed to support them in developing their ability to engage in one core teaching practice: facilitating discussions that engage students in scientific argumentation. This core…
Descriptors: Simulation, Elementary School Teachers, Teacher Attitudes, Attention
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Otnes, Hildegunn; Solheim, Randi – Assessment in Education: Principles, Policy & Practice, 2019
This article addresses written feedback to students' drafts and provides insight into teachers' formative assessment practices. Data are taken from a large cross-disciplinary project on writing and assessment in Norway and comprises a sample of 7th graders' writing processes from 11 schools. Teachers' comments are categorised according to…
Descriptors: Teacher Student Relationship, Written Language, Feedback (Response), Revision (Written Composition)
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Taylor, Inés; Sánchez, Manuel; Luzuriaga, Mariana; Podestá, María Eugenia; Furman, Melina – Assessment in Education: Principles, Policy & Practice, 2020
Individual written feedback in the form of teacher marking of student classwork is widely understood to benefit students, but remains under-researched. We analysed how 1736 student science activities within 82 seventh-grade classrooms from a representative sample of 57 primary schools in Buenos Aires, Argentina, were marked. Results indicated that…
Descriptors: Foreign Countries, Grading, Elementary School Students, Science Instruction
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Lee, Mi Yeon; Lim, Woong – International Electronic Journal of Mathematics Education, 2020
This study investigates patterns exhibited by pre-service teachers (PSTs) while practicing feedback in response to students' solutions on a procedure-based mathematics assessment. First, we developed an analytical framework for understanding mathematics PSTs' written feedback. Second, we looked into how a learning module on a multimedia platform…
Descriptors: Preservice Teachers, Feedback (Response), Test Items, Behavior Patterns
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Harrison, Gina L. – Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 2021
A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2)…
Descriptors: Error Analysis (Language), Scoring, Spelling, Oral Language