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The role of feedback from the school leader during teacher evaluation for teacher and school improvement Ghent University
A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum KU Leuven
This study examines whether peer feedback can be a substitute for teacher feedback and which measures can be taken to improve its effectiveness. A pre-test post-test control group design examined the long-term learning effects of individual peer feedback and of collective teacher feedback on writing assignments in secondary education. Moreover, it examined the added value of a priori question forms and a posteriori reply forms aimed at ...
'My peer said it was great, but my teacher failed me' : comparing student and teacher feedback on academic presentations in EFL higher education. Ghent University
Teacher Feedback, Student ADHD Behavior, and the Teacher–Student Relationship: Are These Related? KU Leuven Vrije Universiteit Brussel
Slide to unlock new opportunities for feedback. The potential of the tablet for teacher training KU Leuven
The role of feedback acceptance and gaining awareness on teachers' willingness to use inspection feedback University of Antwerp
Feedback acceptance and use are often seen as requirements for teacher change after a school inspection. Non-educational research, however, points to the role of feedback recipients’ willingness to use the feedback received as an intermediate phase between their acceptance and use of the feedback. It also postulates the importance of a recipient’s awareness gained from the feedback, cognitive responses and individual characteristics. However, ...
Exploring the effectiveness of video-vignettes to develop mathematics student teachers’ feedback competence Ghent University
Flemish primary teachers' use of school performance feedback and the relationship with school characteristics Ghent University University of Antwerp
Semi-automated assessment of handwritten mathematics tasks: Atomic, reusable feedback for assessing student tests by teachers and exams by a group of assessors University of Antwerp
Feedback is the most powerful engine of any learning process. In mathematics education, the possibilities to assess automatedly are thoroughly explored. However, students face difficulties expressing themselves mathematically on a computer and learning systems can often only assess the outcome, not the solving method. Research indicates that automated tests focus too much on procedural fluency at the expense of higher-order thinking questions. ...