Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.26/6818
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dc.contributor.authorSantos, Leonor-
dc.contributor.authorPinto, Jorge-
dc.date.accessioned2014-10-13T13:53:28Z-
dc.date.available2014-10-13T13:53:28Z-
dc.date.issued2010-09-
dc.identifier.issn2287-9943-
dc.identifier.urihttp://hdl.handle.net/10400.26/6818-
dc.description.abstractThis paper pretends to study the potentialities of feedback, particularly in the development of a written report in two phases and in portfolio; and the main difficulties that teachers has to face concerning this assessment practice. Through a meta-analysis concerning different studies, it is possible to say that oral or written feedback, intentionally provided to students of several ages, may enable them to develop their self-assessment capacity and to get close of the expected product. However, the type of student and his or her perceptions may influence the effectiveness of feedback. Even for experience teachers, this practice maintains complex.en
dc.language.isoengen
dc.publisherKorean Society of Mathematical Educationen
dc.rightsopenAccessen
dc.subjectAssessment for learningen
dc.subjectFeedbacken
dc.subjectWritten reportsen
dc.subjectPortfolioen
dc.titleThe use of feedback in written reports and portfolio: an assessment for learning strategyen
dc.typearticleen
dc.number3-
dc.volume14-
dc.relation.publisherversionhttp://ocean.kisti.re.kr/is/mv/showPDF_ocean.jsp?pYear=2010&koi=KISTI1.1003%2FJNL.JAKO201009654402467&sp=281&CN1=JAKO201009654402467&poid=ksmed&kojic=SHGHEN&sVnc=v14n3&sFree=%3Den
degois.publication.firstPage281por
degois.publication.lastPage297por
degois.publication.locationKoreaen
degois.publication.titleJournal of the Korea Society of Mathematical Education: Series D: Research in Mathematical Educationen
dc.peerreviewedyesen
Aparece nas colecções:IPS - ESE - DCSP - Artigos científicos

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