Literaturnachweis - Detailanzeige
| Autor/inn/en | Tang, Fang; Zhan, Peida |
|---|---|
| Titel | Does Diagnostic Feedback Promote Learning? Evidence from a Longitudinal Cognitive Diagnostic Assessment |
| Quelle | In: AERA Open, 7 (2021) 1, (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Zhan, Peida) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2332-8584 |
| Schlagwörter | Student Evaluation; Feedback (Response); Cognitive Tests; Instructional Effectiveness; Junior High School Students; Grade 7; Mathematics Tests; Foreign Countries; China |
| Abstract | Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct-incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students' learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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