{"title":"学生对书面反馈意见记忆的实地探索研究","authors":"Naomi E. Winstone, Robert A. Nash","doi":"10.1080/0969594x.2024.2367029","DOIUrl":null,"url":null,"abstract":"Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study,...","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"28 1","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2024-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"An exploratory field study of students’ memory for written feedback comments\",\"authors\":\"Naomi E. Winstone, Robert A. Nash\",\"doi\":\"10.1080/0969594x.2024.2367029\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study,...\",\"PeriodicalId\":51515,\"journal\":{\"name\":\"Assessment in Education-Principles Policy & Practice\",\"volume\":\"28 1\",\"pages\":\"\"},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2024-06-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment in Education-Principles Policy & Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0969594x.2024.2367029\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594x.2024.2367029","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
An exploratory field study of students’ memory for written feedback comments
Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study,...
期刊介绍：
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.
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