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Full-Text Articles in Education
Feedback For Teachers: What Evidence Do Teachers Find Most Useful?, Thomas R. Guskey, Laura J. Link
Feedback For Teachers: What Evidence Do Teachers Find Most Useful?, Thomas R. Guskey, Laura J. Link
Educational, School, and Counseling Psychology Faculty Publications
The purpose of this exploratory, descriptive study was to investigate teachers’ perceptions of three types of feedback on students’ performance to guide instructional improvements. These include: (1) formative assessment error analyses, (2) mastery charts of class progress on formative assessments, and (3) summative assessment results comparisons with previously taught classes. Self-report survey data from 92, K-12 teachers involved in a pilot mastery learning program revealed that analyses of students’ errors on formative assessments were consistently rated the most useful in planning corrective instruction and in making instructional improvements. Mastery charts and summative assessment results were considered more useful in evaluating …
College Students’ Self-Regulation In Asynchronous Online Courses During Covid-19: A Convergent Mixed Methods Approach, Jaeyun Han
Theses and Dissertations--Educational, School, and Counseling Psychology
The purpose of this dissertation study was to use a convergent mixed methods approach to understand college students’ self-regulation in asynchronous online courses in Fall 2020. Since the start of the COVID-19 pandemic, asynchronous online modalities have been more broadly utilized in higher education. Although undergraduate students can have greater flexibility in how they engage with their courses, students may regulate their learning differently when facing a web-based instructional modality, which may affect their academic performance. According to Bandura’s social cognitive theory, students’ beliefs in their self-regulatory capabilities are interdependent with self-regulatory behaviors. In particular, academic procrastination has been often …