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ERIC Number: EJ966824
Record Type: Journal
Publication Date: 2012-Mar
Pages: 7
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0191-491X
Formative Assessment and Feedback: Making Learning Visible
Havnes, Anton; Smith, Kari; Dysthe, Olga; Ludvigsen, Kristine
Studies in Educational Evaluation, v38 n1 p21-27 Mar 2012
The study explores how assessment information is received and attended to. The research is linked to a 2-year intervention project involving six Norwegian upper secondary schools, and with a particular focus on vocational training and the three core subjects: English, Norwegian and Mathematics. Survey data was collected from five schools, including both vocationally and academically oriented education. Other sources of data are focus-group interviews in three of the five schools, involving students, teachers and school leaders. Findings show that there are significant differences in how students and teachers perceive feedback practices. There are also significant differences between boys and girls, as well as within the various school subjects. Students experience more feedback in vocational training than in the more traditional academic subjects. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway