{"title":"教学反馈设计的多样性：高等教育反馈研究范围界定审查的结果","authors":"Jennifer Schluer, Annika Brück-Hübner","doi":"10.1080/02602938.2024.2378336","DOIUrl":null,"url":null,"abstract":"Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers h...","PeriodicalId":48267,"journal":{"name":"Assessment & Evaluation in Higher Education","volume":"25 1","pages":""},"PeriodicalIF":4.1000,"publicationDate":"2024-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education\",\"authors\":\"Jennifer Schluer, Annika Brück-Hübner\",\"doi\":\"10.1080/02602938.2024.2378336\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers h...\",\"PeriodicalId\":48267,\"journal\":{\"name\":\"Assessment & Evaluation in Higher Education\",\"volume\":\"25 1\",\"pages\":\"\"},\"PeriodicalIF\":4.1000,\"publicationDate\":\"2024-07-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Assessment & Evaluation in Higher Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/02602938.2024.2378336\",\"RegionNum\":2,\"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 & Evaluation in Higher Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/02602938.2024.2378336","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education
Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers h...
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