Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-27T07:12:41.571Z Has data issue: false hasContentIssue false

23 - The Emotional Dynamics of Feedback from the Student’s Point of View

from Part IV - Student Responses to Feedback

Published online by Cambridge University Press:  02 November 2018

By
Rick Stiggins
Edited by
Anastasiya A. Lipnevich  and
Jeffrey K. Smith
Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Instructional Feedback , pp. 519 - 530
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bandura, A. (1994). Self-efficacy. In Ramachaudran, V. S. (Ed.), Encyclopedia of human behavior, vol. 4, 71–81. New York: Academic Press.Google Scholar
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Educational Assessment: Principles, Policy and Practice, 5, 7–74.Google Scholar
Black, P., & Wiliam, D. (2010). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139–148.Google Scholar
Chappuis, J. (2015). Seven strategies of assessment for learning (2nd edn.). Hoboken, NJ: Pearson Education.Google Scholar
Chappuis, S., Commodore, C., & Stiggins, R. (2017). Balanced assessment systems: Leadership, quality and the role of classroom assessment. Thousand Oaks, CA: Corwin.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112.Google Scholar
Kanter, R. M. (2004). Confidence: How winning streaks and losing streaks begin and end. New York: Crown Business.Google Scholar
Sadler, R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5, 77–84.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×