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OverviewFeedback is often considered to be one of the pivotal enablers of formative assessment. This key topic has received considerable attention within research literature and has been studied by a number of leading experts in the field. This book is positioned at the heart of these debates and offers a specific contribution to ‘exploring’ and ‘exploiting’ the learning gap which feedback seeks to shift. Developing Feedback for Pupil Learning seeks to synthesise what we know about feedback and learning into more in-depth understandings of what influences both the structure of and changes to the learning gap. This research-informed but accessibly written enquiry is at the very heart of teaching, learning and assessment. It offers a timely contribution to understanding what works (and what doesn’t) for whom and why. Split into three main parts, it covers: Feedback for learning in theory, policy and practice; Conceptualising the ‘learning gap’; New futures for feedback. This text will be essential reading for students, teachers, researchers and all those who engage with issues related to teaching, learning and assessment academically. Full Product DetailsAuthor: Ruth Dann (UCL Institute of Education, UK)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.276kg ISBN: 9781138681026ISBN 10: 1138681024 Pages: 156 Publication Date: 21 August 2017 Audience: College/higher education , Professional and scholarly , Tertiary & Higher Education , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction Part 1: Feedback for learning in theory, policy and practice 1. Framing learning in national and international assessment policy contexts 2. The relationship between teaching, learning and assessment 3.What do we know about feedback? Part 2: Conceptualising the ‘learning gap’ 4. Conceptualising the Learning gap: a deterministic approach 5. Conceptualising the learning gap: a relational approach 6. Conceptualising the learning gap – an individualistic approach 7. Revealing pupils’ learning gap in numeracy and literacy with pupils who struggle to succeed: a case study Part 3: New futures for feedback 8. New ways forwards in conceptually shaping feedback for learning 9. Conclusions Bibliography IndexReviewsAuthor InformationRuth Dann is Senior Lecturer in Education at University College London, Institute of Education, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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