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Books on the topic 'Formative Feedback for Exploration'

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Published: 10 December 2022
Last updated: 29 January 2023

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1

Duss, Kevin. Formative Assessment and Feedback Tool. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29144-0.

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2

Enhancing learning through formative assessment. New York: Routledge, 2007.

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3

Weston, Janet. An exploration of the attitudes of student midwives towards formative clinical assessment, and their perception of itslink with the achievement of the stated learning outcomes. Uxbridge: Brunel University, 1995.

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4

Using Feedback to Enhance Formative Assessment. Taylor & Francis Group, 2017.

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5

Walsh, Jackie Acree. Generating Formative Feedback (Quick Reference Guide). Association for Supervision & Curriculum Development, 2022.

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6

Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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7

Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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8

Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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9

Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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10

Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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11

Charles, Juwah, and Higher Education Academy, eds. Enhancing student learning through effective formative feedback. York: Higher Education Academy Generic Centre, 2004.

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12

Irons, Alastair. Enhancing Learning through Formative Assessment and Feedback. Routledge, 2007. http://dx.doi.org/10.4324/9780203934333.

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13

Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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14

Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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15

Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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16

Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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17

Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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18

Questioning for Formative Feedback: Meaningful Dialogue to Improve Learning. Association for Supervision & Curriculum Development, 2022.

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19

Cross, K. Patricia, and Thomas A. Angelo. Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers. Wiley & Sons, Incorporated, John, 2023.

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20

Cross, K. Patricia, and Thomas A. Angelo. Classroom Assessment Techniques: Formative Feedback Tools for College and University Teachers. Wiley & Sons, Incorporated, John, 2023.

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21

Menter, Ian, and Caroline Elbra-Ramsay. Understanding Feedback: A Critical Exploration for Teacher Educators. Critical Publishing, 2021.

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22

Menter, Ian, and Caroline Elbra-Ramsay. Understanding Feedback: A Critical Exploration for Teacher Educators. Critical Publishing, 2021.

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23

Menter, Ian, and Caroline Elbra-Ramsay. Understanding Feedback: A Critical Exploration for Teacher Educators. Critical Publishing, 2021.

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24

The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning. National Science Teachers Association, 2016. http://dx.doi.org/10.2505/9781941316146.

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25

Furtak, Erin Marie, Howard M. Glasser, and Zora M. Wolfe. The Feedback Loop: Using Formative Assessment Data for Science Teaching and Learning - PB405X. National Science Teachers Association - NSTA Press, 2016.

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26

Dann, Beverly, Christopher Dann, Tony Richardson, and Shirley O'Neill. Formative Assessment Practices for Pre-Service Teacher Practicum Feedback: Emerging Research and Opportunities. IGI Global, 2017.

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27

Irons, Alastair. Enhancing Learning through Formative Assessment and Feedback (Key Guides for Effective Teaching in Higher Education S.). Routledge, 2007.

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28

Duss, Kevin. Formative Assessment and Feedback Tool: Design and Evaluation of a Web-based Application to Foster Student Performance. Springer Gabler, 2020.

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29

Schoonover-Shoffner, Kathryn Louise. THE USEFULNESS OF FORMAL OBJECTIVE PERFORMANCE FEEDBACK: AN EXPLORATION OF MEANING (JOB SATISFACTION). 1995.

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30

Ford, J. Kevin, and Ruchi Sinha. Advances in Training Evaluation Research. Edited by Susan Cartwright and Cary L. Cooper. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199234738.003.0013.

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Training evaluation is the systematic collection of descriptive and judgmental information necessary to make effective training decisions. A key characteristic of a systematic approach to training evaluation is an emphasis on the continuous use of feedback. This process, which includes both formative and summative evaluation strategies, can aid in identifying, collecting, and providing information to make a variety of instructional decisions. This article reviews the progress which has been made in evaluation science that has particular relevance to workplace training programs. It first focuses on the implications of the changing nature of work for conducting effective training evaluation. Second, the article describes how the field of training evaluation has progressed in terms of criterion development, measurement issues, and methodology issues. Third, it discusses the key challenges that remain in the field which require additional theory development and research.
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31

Ginsburg, Herbert P., Rachael Labrecque, Kara Carpenter, and Dana Pagar. New Possibilities for Early Mathematics Education. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.029.

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Mathematics instruction for young children should begin early, elaborate on and mathematize children’s everyday mathematics, promote a meaningful integration and synthesis of mathematics knowledge, and advance the development of conceptual understanding, procedural fluency, and use of effective strategies. The affordances provided by computer programs can be used to further these goals by involving children in activities that are not possible with traditional methods. Drawing on research and theory concerning the development of mathematical cognition, learning, and teaching, high quality mathematics software can provide a productive learning environment with several components: (1) useful instructions and demonstrations, scaffolds, and feedback; (2) mathematical tools (like a device that groups objects into tens); and (3) virtual objects, manipulatives and mathematical representations. We propose a five-stage iterative research and development process consisting of (1) coherent design; (2) formative research; (3) revision; (4) learning studies; and (5) summative research. A case study ofMathemAntics, software for children ranging from age 3 to grade 3, illustrates the research and development process. The chapter concludes with implications for early childhood educators, software designers, and researchers.
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32

Shaw, Brian P. Music Assessment for Better Ensembles. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190603144.001.0001.

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Assessment is central to ensemble music. Yet, teachers do not always have the expertise to harness its potential to improve rehearsals and performances, and promote and document student learning. Written specifically for band, choir, and orchestra teachers at all levels, this book contains all of the information necessary to design and use assessment in a thriving music classroom. The first section addresses foundations such as learning targets, metacognition, and growth mindset. Assessment jargon such as formative assessment, summative assessment, Assessment for Learning, self and peer assessment, and authentic assessment is clarified and illustrated with music examples. Readers will learn practical strategies for choosing which concepts to assess, which methods to use, and how to use results to provide accurate and effective feedback to students. The second section brings assessment fundamentals into the music room. Filled with practical advice, each chapter examines a different facet of musicianship. Sample assessments in all performance areas are provided, including concert preparation, music literacy, fundamentals and technique, terminology, interpretation, evaluation and critique, composition and improvisation, beliefs and attitudes, and more. The final section is an examination of grading practices in music classes. Readers will gain information about ensemble grades that communicate what students know and are able to do. The book concludes with ways for music educators to take their first steps toward implementing these strategies in their own teaching, including the use of instructional technology. Assessing like an expert is possible, and this book is just what teachers need to get started.
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33

Wilks, Timothy. Poets, Patronage, and the Prince’s Court. Edited by Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.10.

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This chapter examines Prince Henry’s emergent court during the years 1603 to 1612. It traces the development of a court culture that drew upon the contingent spheres of London publishing and public theatre to express the interests and ambitions of the prince’s circle. Both the patronage of writers and the establishment of libraries are presented as priorities of the court in its formative years. Shakespeare’s tragicomedies, all written in this period, respond to the interests in exploration, colonization, British identity and heritage being strongly advanced at Henry’s court; though unlike Jonson, Shakespeare appears not to have written for Henry. After Henry’s death, Protestant pastoral, having, in the Jacobean age, briefly found a court with which it could sympathize, is seen to change into an opposition poetry.
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34

Scott, Charlotte. ‘And all my children?’. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198828556.003.0001.

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Beginning with an exploration of the role of the child in the cultural imagination, Chapter 1 establishes the formative and revealing ways in which societies identify themselves in relation to how they treat their children. Focusing on Shakespeare and the early modern period, Chapter 1 sets out to determine the emotional, symbolic, and political registers through which children are depicted and discussed. Attending to the different life stages and representations of the child on stage, this chapter sets out the terms of the book’s enquiry: what role do children play in Shakespeare’s plays; how do we recognize them as such—age, status, parental dynamic—and what are the effects of their presence? This chapter focuses on how the early moderns understood the child, as a symbolic figure, a life stage, a form of obligation, a profound bond, and an image of servitude.
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35

Pickard, Stephen. ‘Home Away From Home’. Edited by Mark Chapman, Sathianathan Clarke, and Martyn Percy. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199218561.013.16.

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The character and identity of the Anglican Church in Australasia arises by virtue of its establishment as a colonial church over 20,000 kilometres from England. This chapter first offers a brief overview of some of the founding impulses of colonial Anglicanism and their trajectories into contemporary Anglicanism in Australasia. Given the availability recent historical introductions to Anglicanism in the region, the chapter focuses on those particular aspects of the development of Anglicanism that serve the more theological intent of the second part of the chapter. In this second section the theme of place as a formative factor in ecclesiology is examined. The chapter provides a basis for further exploration of a contextual ecclesiology for Anglicanism from a southern hemisphere perspective. It highlights the importance of a sense of place as a powerful though often unrecognized shaper of the identity and mission of the Church of Jesus Christ.
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36

Amanik, Allan, and Kami Fletcher, eds. Till Death Do Us Part. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496827883.001.0001.

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This book questions the tendency among most Americans to separate their dead along lines of race, faith, ethnicity, or social standing. It asks what a deeper exploration of that phenomenon, so often taken for granted, can tell us about American history broadly. Comparative in scope, and regionally diverse, it looks to immigrants, communities of color, the colonized, the enslaved, rich and poor, and religious minorities as they laid their dead to rest in locales spanning the northeast to the Spanish American southwest. Whether African Americans, Muslim or Christian Arabs, Indians, mestizos, Chinese, Jews, Poles, Catholics, Protestants, or various whites of European descent, one thing that united these Americans was a drive to keep their dead apart. While burial spaces have reflected and preserved cultural and communal identity, particularly in a society as diverse as the United States, this collection argues that the invisible and institutional borders built around them (and into them) also tell a powerful story of the ways in which Americans have negotiated race, culture, class, national origin, and religious difference in the United States during its formative century.
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37

Gorman, Anthony, and Didier Monciaud, eds. The Press in the Middle East and North Africa, 1850-1950. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474430616.001.0001.

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This volume presents twelve detailed case studies of the press from the Ottoman Empire and the post-Ottoman Arab world including North Africa in the period before independence (c.1850-1950). It charts the emergence of this important medium, its practitioners and its function as a forum and agent in political, social and cultural life in the Middle East and central to an understanding of the development of free speech, civil society, political life and cultural expression. Examining both local and foreign language publications the studies engage with themes such as the reading public, the representation of gender and class, the articulation of national, community and dissident voices in the press and its relationship with political power. The volume also provides a collective exploration of the profile of the practitioners of journalism from political activists and amateurs to the later emergence of the professional journalist in the Middle East. In taking up this focus, the collection argues that the press is both a vector and an agent of history that facilitates critical entrée into the complex processes of political, social and cultural transformation that the region was undergoing during this formative period.
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38

Ehrhart, Mark G. Helping in Organizations: A Review and Directions for Future Research. Edited by Philip M. Podsakoff, Scott B. Mackenzie, and Nathan P. Podsakoff. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190219000.013.34.

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Helping has long been a central component of organizational citizenship behavior (OCB), and yet our knowledge of the full spectrum of helping processes in organizations is limited. Most helping research in the OCB literature has focused on individuals’ tendencies to help across situations, including antecedents and outcomes of those general tendencies. Integrating across a number of related literatures on such topics as prosocial behavior, help seeking, feedback/advice seeking, and favor exchange, this chapter presents an integrative framework of helping processes organized around the key decisions of whether to seek help and whether to help when asked, as well as whether to offer help and whether to accept offered help. An exploration of the factors associated with these decisions identifies a number of topics that have not received full attention in the OCB literature, which can be studied across various types of help and levels of analysis.
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39

Goddard, Michael, Benjamin Halligan, and Nicola Spelman, eds. Resonances. Bloomsbury Academic, 2013. http://dx.doi.org/10.5040/9781501382833.

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Resonances is a compelling collection of new essays by scholars, writers and musicians, all seeking to explore and enlighten this field of study. Noise seems to stand for a lack of aesthetic grace, to alienate or distract rather than enrapture. And yet the drones of psychedelia, the racket of garage rock and punk, the thudding of rave, the feedback of shoegaze and post-rock, the bombast of thrash and metal, the clatter of jungle and the stuttering of electronica, together with notable examples of avant-garde noise art, have all found a place in the history of contemporary musics, and are recognised as representing key evolutionary moments. Noise therefore is the untold story of contemporary popular music, and in a critical exploration of noise lies the possibility of a new narrative: one that is wide-ranging, connects the popular to the underground and avant-garde, fully posits the studio as a musical instrument, and demands new critical and theoretical paradigms of those seeking to write about music.
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40

Perry, Seth. Bible Culture and Authority in the Early United States. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691179131.001.0001.

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This book is a wide-ranging exploration of the place of the Christian Bible in America in the decades after the Revolution. Attending to both theoretical concerns about the nature of scriptures and to the precise historical circumstances of a formative period in American history, the book argues that the Bible was not a “source” of authority in early America, as is often said, but rather a site of authority: a cultural space for editors, commentators, publishers, preachers, and readers to cultivate authoritative relationships. While paying careful attention to early national bibles as material objects, the book shows that “the Bible” is both a text and a set of relationships sustained by a universe of cultural practices and assumptions. Moreover, it demonstrates that bible culture underwent rapid and fundamental changes in the early nineteenth century as a result of developments in technology, politics, and religious life. At the heart of the book are typical bible readers, otherwise unknown today, and better-known figures such as Zilpha Elaw, Joseph Smith, Denmark Vesey, and Ellen White, a group that includes men and women, enslaved and free, Baptists, Catholics, Episcopalians, Methodists, Mormons, Presbyterians, and Quakers. What they shared were practices of biblical citation in writing, speech, and the performance of their daily lives. While such citation contributed to the authority of the Bible, it also meant that the meaning of the Bible constantly evolved as Americans applied it to new circumstances and identities.
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41

Chan, Alfred L. Xi Jinping. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197615225.001.0001.

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This book, in one convenient volume, is the first comprehensive exploration of all episodes of Xi Jinping’s (b. 1953) life history and his political career, begun at age seventeen. Part I explores Xi’s formative childhood and youth experience as well as his governance record spanning every administrative level from the village to the capital. Part II focuses on Xi’s first five-year term as general secretary (2012–2017) and as president (2013–2018). The book discusses all major issues, including Xi’s legitimacy building, consolidation of power, ideological redefinition, party rectification, anticorruption efforts, and control of dissent up until 2018. It explores reforms in the economy, social policy, the judiciary, military, and foreign relations in the same period. Xi’s political life mirrors the vicissitudes of the Maoist and reform eras and sheds light on the regime’s hopes and fears, strengths and weaknesses, and the changing zeitgeist. By adopting a multidisciplinary, comparative, and social science approach, this book unpacks and explains immensely complex phenomena, and offers fresh insights into the dynamics of governance in China, encompassing both progressive and regressive features. It synthesizes a large corpus of cutting-edge research on China, takes issue with influential theories such as the “one party, two coalitions” view of Chinese politics, and rejects conventional wisdom that views China as a “frozen and closed system” under “one-man rule.” This original contribution to scholarship explores how Xi Jinping and his team introduced an unprecedented transformation of Chinese society and politics, and initiated an activist global outreach.
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42

Benestad, Rasmus. Climate in the Barents Region. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228620.013.655.

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The Barents Sea is a region of the Arctic Ocean named after one of its first known explorers (1594–1597), Willem Barentsz from the Netherlands, although there are accounts of earlier explorations: the Norwegian seafarer Ottar rounded the northern tip of Europe and explored the Barents and White Seas between 870 and 890 ce, a journey followed by a number of Norsemen; Pomors hunted seals and walruses in the region; and Novgorodian merchants engaged in the fur trade. These seafarers were probably the first to accumulate knowledge about the nature of sea ice in the Barents region; however, scientific expeditions and the exploration of the climate of the region had to wait until the invention and employment of scientific instruments such as the thermometer and barometer. Most of the early exploration involved mapping the land and the sea ice and making geographical observations. There were also many unsuccessful attempts to use the Northeast Passage to reach the Bering Strait. The first scientific expeditions involved F. P. Litke (1821±1824), P. K. Pakhtusov (1834±1835), A. K. Tsivol’ka (1837±1839), and Henrik Mohn (1876–1878), who recorded oceanographic, ice, and meteorological conditions.The scientific study of the Barents region and its climate has been spearheaded by a number of campaigns. There were four generations of the International Polar Year (IPY): 1882–1883, 1932–1933, 1957–1958, and 2007–2008. A British polar campaign was launched in July 1945 with Antarctic operations administered by the Colonial Office, renamed as the Falkland Islands Dependencies Survey (FIDS); it included a scientific bureau by 1950. It was rebranded as the British Antarctic Survey (BAS) in 1962 (British Antarctic Survey History leaflet). While BAS had its initial emphasis on the Antarctic, it has also been involved in science projects in the Barents region. The most dedicated mission to the Arctic and the Barents region has been the Arctic Monitoring and Assessment Programme (AMAP), which has commissioned a series of reports on the Arctic climate: the Arctic Climate Impact Assessment (ACIA) report, the Snow Water Ice and Permafrost in the Arctic (SWIPA) report, and the Adaptive Actions in a Changing Arctic (AACA) report.The climate of the Barents Sea is strongly influenced by the warm waters from the Norwegian current bringing heat from the subtropical North Atlantic. The region is 10°C–15°C warmer than the average temperature on the same latitude, and a large part of the Barents Sea is open water even in winter. It is roughly bounded by the Svalbard archipelago, northern Fennoscandia, the Kanin Peninsula, Kolguyev Island, Novaya Zemlya, and Franz Josef Land, and is a shallow ocean basin which constrains physical processes such as currents and convection. To the west, the Greenland Sea forms a buffer region with some of the strongest temperature gradients on earth between Iceland and Greenland. The combination of a strong temperature gradient and westerlies influences air pressure, wind patterns, and storm tracks. The strong temperature contrast between sea ice and open water in the northern part sets the stage for polar lows, as well as heat and moisture exchange between ocean and atmosphere. Glaciers on the Arctic islands generate icebergs, which may drift in the Barents Sea subject to wind and ocean currents.The land encircling the Barents Sea includes regions with permafrost and tundra. Precipitation comes mainly from synoptic storms and weather fronts; it falls as snow in the winter and rain in the summer. The land area is snow-covered in winter, and rivers in the region drain the rainwater and meltwater into the Barents Sea. Pronounced natural variations in the seasonal weather statistics can be linked to variations in the polar jet stream and Rossby waves, which result in a clustering of storm activity, blocking high-pressure systems. The Barents region is subject to rapid climate change due to a “polar amplification,” and observations from Svalbard suggest that the past warming trend ranks among the strongest recorded on earth. The regional change is reinforced by a number of feedback effects, such as receding sea-ice cover and influx of mild moist air from the south.
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