‘Give–and–take in the practice of feedback’: formative written feedback as perceived by the secondary science students and teachers
Despite the growing interest and the substantial attention given for the instructional power of feedback in recent feedback literature, findings indicate the existence of differing assumptions and beliefs on feedback. Given the strong association between conceptions of and engagement with feedback,...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2541994 |
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