From error-focused to learner-centred feedback practices
Unpacking the development of teacher feedback literacy
Bibliographic Data
| ID | 12084591 |
|---|---|
| Authors | Jessica To (0000-0002-0264-3160, Nanyang Technological University, corresponding author), Kelvin Tan (0000-0003-0282-4225, Nanyang Technological University), M H Lim (0000-0002-4136-5909, Nanyang Technological University), Maureen Lim (0000-0002-1013-2096) |
| Year | 2023 |
| Volume | 131 |
| Pages | 104185-104185 |
| Publication date | 2023-05-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2023.104185 |
| OpenAlex | W4378213907 |
| Language | EN |
| Citations received | 5 |
| References cited | 35 |
Action (physics · Action research · Faculty Development · Focus (optics · Focus group · Literacy · Mathematics education · Pedagogy · Peer feedback · Professional development · Reflection (computer programming · Sociology · Teacher education · Unpacking · Computer Science · Educational Assessment and Improvement · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Handbook of Formative Assessment
Supporting Learners' Agentic Engagement With Feedback
Developing evaluative judgement
Developing the theory of formative assessment
Conceptualizing Teacher Professional Learning
Responsibility-Sharing in the Giving and Receiving of Assessment Feedback
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Formative assessment and the design of instructional systems
Students’ engagement across a typology of teacher feedback practices
Teacher feedback literacy and its interplay with student feedback literacy
Using learner-centred feedback design to promote students’ engagement with feedback
Assessment and learning
Changing Assessments and the Examination Culture in Singapore
From fixing the work to improving the learner
Patterns of resistance in managing assessment change
Peer assessment effects on the self-assessment process of first-year undergraduates
Rethinking models of feedback for learning
Elaborating a model of teacher professional growth
Value, practice and proficiency
A new framework for teachers’ professional development
The impact of a professional development program on EFL teachers’ beliefs about corrective feedback
At the intersection of educational change and borrowing
The development of student feedback literacy
The Development of Feedback Literacy for Writing Teachers
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
Improving Teacher Feedback During Active Learning
Using thematic analysis in psychology
Peer Assessment Between Students in Colleges and Universities
The Power of Feedback
Formative assessment and self-regulated learning
| Unique citing works | 5 |
|---|---|
| Citations per year | 2,5 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 5 |