Teacher AfL perceptions and feedback practices in mathematics education among secondary schools in Tanzania
Bibliographic Data
| ID | 20349085 |
|---|---|
| Authors | Florence Kyaruzi (0000-0003-4660-6764, Ludwig-Maximilians-Universität München, corresponding author), Jan-Willem Strijbos (0000-0003-4180-688X, University of Groningen), Stefan Ufer (0000-0002-3187-3459, Ludwig-Maximilians-Universität München), Gavin T L Brown (0000-0002-8352-2351, University of Auckland) |
| Year | 2018 |
| Volume | 59 |
| Pages | 1-9 |
| Publication date | 2018-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2018.01.004 |
| OpenAlex | W2806419793 |
| Language | EN |
| Citations received | 10 |
| References cited | 59 |
Formative assessment · Mathematics education · Pedagogy · Perception · Sociology · Statistics · Structural equation modeling · Summative assessment · Tanzania · Educational Assessment and Improvement · Educational Assessment and Pedagogy · Mathematics · Psychology · Student Assessment and Feedback
Relationship between formative assessment practices and students’ academic achievement
Mathematics and science teachers perspectives on utilizing the Canvas LMS to enhance assessment for learning
Predicting formative feedback practices
Impact of a Short-Term Professional Development Teacher Training on Students’ Perceptions and Use of Errors in Mathematics Learning
Pupils’ appraisal of the teaching effectiveness of teacher trainees during practicum
What is feedback and what is it used for? Perspectives of students beginning their teacher training
Teacher assessment literacy, formative assessment practices, and their perceived efficacy in Tanzania
Fair student assessment
Perceived teacher feedback and academic performance
Exploring Teacher Assessment Conceptions in University EFL Writing Instruction
Content analysis
Formative assessment
Supporting Learners' Agentic Engagement With Feedback
Developing the theory of formative assessment
Content analysis
Teachers' conceptions of assessment
Spring cleaning for the “messy” construct of teachers’ beliefs
A typology of mixed methods research designs
Missing Data in Educational Research
Cutoff criteria for fit indexes in covariance structure analysis
Assessment and Classroom Learning
The theory of planned behavior
Teachers’ Beliefs and Educational Research
The Role of Tutoring in Problem Solving
What is assessment for learning
The Challenge of Formative Assessment in Mathematics Education
The Feedback Environment Scale
To Parcel or Not to Parcel
Assessment for Learning
Sensitivity of Fit Indices to Model Misspecification and Model Types
Is More Ever Too Much? The Number of Indicators per Factor in Confirmatory Factor Analysis
Structural Model Evaluation and Modification
The effects of feedback interventions on performance
U.S. teachers' conceptions of the purposes of assessment
Learning through a familiar language versus learning through a foreign language—A look into some secondary school classrooms in Tanzania
In praise of educational research’
Middle category endorsement in odd-numbered Likert response scales
Using thematic analysis in psychology
The Power of Feedback
Validation of Assessment for Learning Questionnaires for teachers and students
A power primer
Language of instruction in Tanzania
Developing sustainable feedback practices
| Unique citing works | 10 |
|---|---|
| Citations per year | 1.67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |