Searching students’ reflective writing for linguistic correlates of their tendency to ignore instructors’ feedback

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2024-03-20 DOI:10.1080/0969594x.2024.2332267

Robert A. Nash, Jason M. Thomas

引用次数: 0

Abstract

Students who ignore feedback are poorly positioned to reap its intended benefits. In this study we examined three reflective assignments written by undergraduate Psychology students about their exp...

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从学生的反思性写作中寻找他们忽视教师反馈意见的语言相关性

忽视反馈的学生很难从反馈中获益。在这项研究中，我们考察了心理学本科生撰写的三份反思性作业，这些作业讲述了他们在学习过程中的经历和体验。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

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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