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Direct linkKing, Paul E.; Schrodt, Paul; Weisel, Jessica J. – Communication Education, 2009
Theoretical perspectives on the efficacy of instructional feedback suggest that there should be significant variation in students' perceptions of and responses to feedback messages. Yet, little effort has been made to either uncover the perceptual dimensions by which students evaluate feedback, or to measure students' perceptions of feedback. The…
Descriptors: Feedback (Response), Classroom Communication, Measures (Individuals), Validity
