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Thesis

Praising the process: can effort-graded feedback improve the motivation, engagement and attainment of students with the formative assessment process?

Abstract:

This study built on a previous piece of my research, which found that student perceptions of the efficacy of feedback do not always match what both teachers and the literature might expect. A new model of written feedback was implemented in the classroom that praises the process of learning as opposed to the outcome.

2 collaborating teachers implemented a criteria-driven effort grade feedback intervention in conjunction with standard practice of constructive written comments. 50 yea...

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Supervisor
Type of award:
MSc
Level of award:
Masters
Awarding institution:
University of Oxford
Language:
English
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