The use of feedback in written reports and portfolio: an assessment for learning strategy

Detalhes bibliográficos
Autor(a) principal: Santos, Leonor
Data de Publicação: 2010
Outros Autores: Pinto, Jorge
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10400.26/6818
Resumo: This 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.
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spelling The use of feedback in written reports and portfolio: an assessment for learning strategyAssessment for learningFeedbackWritten reportsPortfolioThis 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.Korean Society of Mathematical EducationRepositório ComumSantos, LeonorPinto, Jorge2014-10-13T13:53:28Z2010-092010-09-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.26/6818eng2287-9943info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-21T09:50:57Zoai:comum.rcaap.pt:10400.26/6818Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T23:06:57.782511Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The use of feedback in written reports and portfolio: an assessment for learning strategy
title The use of feedback in written reports and portfolio: an assessment for learning strategy
spellingShingle The use of feedback in written reports and portfolio: an assessment for learning strategy
Santos, Leonor
Assessment for learning
Feedback
Written reports
Portfolio
title_short The use of feedback in written reports and portfolio: an assessment for learning strategy
title_full The use of feedback in written reports and portfolio: an assessment for learning strategy
title_fullStr The use of feedback in written reports and portfolio: an assessment for learning strategy
title_full_unstemmed The use of feedback in written reports and portfolio: an assessment for learning strategy
title_sort The use of feedback in written reports and portfolio: an assessment for learning strategy
author Santos, Leonor
author_facet Santos, Leonor
Pinto, Jorge
author_role author
author2 Pinto, Jorge
author2_role author
dc.contributor.none.fl_str_mv Repositório Comum
dc.contributor.author.fl_str_mv Santos, Leonor
Pinto, Jorge
dc.subject.por.fl_str_mv Assessment for learning
Feedback
Written reports
Portfolio
topic Assessment for learning
Feedback
Written reports
Portfolio
description This 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.
publishDate 2010
dc.date.none.fl_str_mv 2010-09
2010-09-01T00:00:00Z
2014-10-13T13:53:28Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10400.26/6818
url http://hdl.handle.net/10400.26/6818
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 2287-9943
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Korean Society of Mathematical Education
publisher.none.fl_str_mv Korean Society of Mathematical Education
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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