Angela M Lui
Biographic Data
| ID | 5740063 |
|---|---|
| NAME | Angela M Lui |
| GIVEN NAMES | Angela M |
| FAMILY NAME | Lui |
| SIGNATURE | LUI A M |
| AFFILIATIONS | University at Albany, State University of New York |
| ORCID | 0000-0002-5089-5450 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The effects and predictive power of the diagnostic assessment and achievement of college skills intervention on academic success indicators
Inside the Next Black Box
Attempts to explain inconsistencies in findings on the effects of formative assessment and feedback have led us to study the next black box: how students interpret and subsequently use formative feedback from an external source. In this empirical study, we explore how students understand and process formative feedback and how they plan to use this information to inform next steps. We present findings from a study that examined students’ affective…
The Next Black Box of Formative Assessment
In this theoretical paper, we shift the attention from feedback as something given to feedback as something received . After Black and Wiliam shined a light into the black box of the classroom and identified formative assessment as a way to raise standards of achievement, a large body of research revealed the influence of feedback on learning. Not all such influences were positive, however, which created a need for closer examinations of the natu…
Professional development in self-regulated learning
Everyone’s Voices Are to Be Heard”
Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as “struggling” can undermine literacy learning. Little research has investigated how “struggling” and “proficient” readers’ interactions with shared classroom contexts may mediate their literacy in similar and different ways. In a school-year-long qualitative study, the first a…
Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics
Professional development in self-regulated learning
Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics
Everyone’s Voices Are to Be Heard”
Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as “struggling” can undermine literacy learning. Little research has investigated how “struggling” and “proficient” readers’ interactions with shared classroom contexts may mediate their literacy in similar and different ways. In a school-year-long qualitative study, the first a…
Preservice and inservice teachers' knowledge, beliefs, and instructional planning in primary school mathematics
Everyone’s Voices Are to Be Heard”
Static reading labels are problematic not only because youths demonstrate varying reading skills and identities across secondary classrooms but also because being labeled as “struggling” can undermine literacy learning. Little research has investigated how “struggling” and “proficient” readers’ interactions with shared classroom contexts may mediate their literacy in similar and different ways. In a school-year-long qualitative study, the first a…
Inside the Next Black Box
Attempts to explain inconsistencies in findings on the effects of formative assessment and feedback have led us to study the next black box: how students interpret and subsequently use formative feedback from an external source. In this empirical study, we explore how students understand and process formative feedback and how they plan to use this information to inform next steps. We present findings from a study that examined students’ affective…
The Next Black Box of Formative Assessment
In this theoretical paper, we shift the attention from feedback as something given to feedback as something received . After Black and Wiliam shined a light into the black box of the classroom and identified formative assessment as a way to raise standards of achievement, a large body of research revealed the influence of feedback on learning. Not all such influences were positive, however, which created a need for closer examinations of the natu…
Professional development in self-regulated learning
The effects and predictive power of the diagnostic assessment and achievement of college skills intervention on academic success indicators
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (3 works) · Social Psychology (3 works) · Student Assessment and Feedback (3 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Empirical research (2 works) · Formative assessment (2 works) · Innovative Teaching and Learning Methods (2 works)