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Effects of differential feedback on students’ examination performance.
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Outgoing claims: the papers this work cites, builds on, or argues with.
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AUTOMATED ESSAY SCORING WITH E‐RATER® V.2.0
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inferred← citeshttps://doi.org/10.17977/um072v1i22020p1-14openalex-snapshot
Post-Learning Cycle, a Web-Based Formative Assessment Model on Physics Learning Temperature and Heat Matter
inferred← citeshttps://doi.org/10.18231/2394-2126.2018.0041openalex-snapshot
Effectiveness of peers and faculty feedback on students performance
inferred← citeshttps://doi.org/10.18355/pg.2021.10.2.1openalex-snapshot
PSYCHOLOGICAL ASPECTS OF VERBAL FEEDBACK FROM THE STUDENTS´ POINT OF VIEW
inferred← citeshttps://doi.org/10.18662/rrem/83openalex-snapshot
Particularities of the Education of the Coordination and Acquisition of the Curriculum of Physical Education by Using the Specific Means of Playing Basketball
inferred← citeshttps://doi.org/10.20429/ijsotl.2021.150215openalex-snapshot
Phrasing Feedback to Improve Students' Writing in a Large First-Year Humanities Course
inferred← citeshttps://doi.org/10.21203/rs.2.13570/v1openalex-snapshot
Objective structured practical examination in experimental physiology increased satisfaction of medical students
inferred← citeshttps://doi.org/10.21203/rs.3.rs-2548626/v1openalex-snapshot
What we've got here is failure to communicate: Exploring perceptions of how much feedback is happening in clinical workplace teaching
inferred← citeshttps://doi.org/10.21315/eimj2018.10.4.4openalex-snapshot
Evaluation of Lecturer’s Feedback in Mini Clinical Evaluation Exercise Assessment (Mini-CEX)
inferred← citeshttps://doi.org/10.21427/vyzv-6h79openalex-snapshot
Agents of Change: A Multi-Layered Approach to Violin Learning and Teaching
inferred← citeshttps://doi.org/10.2147/amep.s264120openalex-snapshot
Objective Structured Practical Examination in Experimental Physiology Increased Satisfaction of Medical Students
inferred← citeshttps://doi.org/10.2147/prbm.s402850openalex-snapshot
Development of the Cultural Tightness-Looseness Orientation Scale for College Students
inferred← citeshttps://doi.org/10.21585/ijcses.v3i3.57openalex-snapshot
Learning programming online: Influences of various types of feedback on programming performances
inferred← citeshttps://doi.org/10.21608/jsu.2022.293273openalex-snapshot
التغذیة الراجعة الموجزة والتفصیلیة ببیئة الواقع المختلط وأثرهما فی تنمیة مهارات البرمجة المرئیة لدى طالب المرحلة الثانویة The Effectiveness of Mixed Reality Environment’s Detailed and Summary Feedback on Visual Programming Skills in Secondary Stage Students
inferred← citeshttps://doi.org/10.21909/sp.2013.02.628openalex-snapshot
INDIVIDUAL DIFFERENCES CONCERNING THE IMPACT OF FEEDBACK SPECIFYING THE ROLE OF CORE SELF-EVALUATIONS
inferred← citeshttps://doi.org/10.2298/psi1604469sopenalex-snapshot
Automatic essay assessment: Effects on students’ acceptance and on learning-related characteristics
inferred← citeshttps://doi.org/10.2460/javma.257.2.165openalex-snapshot
Student, faculty, and program outcomes associated with capstone examinations administered to veterinary students at Colorado State University
inferred← citeshttps://doi.org/10.24854/jps.v2i1.39openalex-snapshot
EFEKTIVITAS PROGRAM PELATIHAN ORANG TUA UNTUK MENINGKATKAN MOTIVASI MENULIS PADA SISWA LAMBAT BELAJAR (SUATU STUDI KASUS)
inferred← citeshttps://doi.org/10.26481/dis.20170920chopenalex-snapshot
Feedback in the context of high-stakes assessment
inferred← citeshttps://doi.org/10.28945/5487openalex-snapshot
S.C.I.C.E.V Feedback System: Advancing Psychomotor Development, Skills, and Technique in Volleyball
inferred← citeshttps://doi.org/10.29060/taps.2024-9-2/oa3078openalex-snapshot
Biomedical science students’ perception of the use of role-play in learning stress and anger management skills
inferred← citeshttps://doi.org/10.29333/iji.2019.12157aopenalex-snapshot
The Perception of Students and Faculty Staff on the Role of Constructive Feedback
inferred← citeshttps://doi.org/10.30486/relp.2019.665954openalex-snapshot
Effect of Differentiated Instruction on Linguistic and Rhetorical Features of Narrative Writing Performance across Different Levels of Proficiency
inferred← citeshttps://doi.org/10.30525/978-9934-26-041-4-74openalex-snapshot
Грамотний фідбек як обов’язкова складова взаємодії сучасного викладача та студента
inferred← citeshttps://doi.org/10.3102/0034654314564881openalex-snapshot
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
inferred← citeshttps://doi.org/10.31234/osf.io/tvcagopenalex-snapshot
Using Large Language Models to Augment (Rather Than Replace) Human Feedback in Higher Education Improves Perceived Feedback Quality
inferred← citeshttps://doi.org/10.32674/1db46k56openalex-snapshot
Disrupting the Hidden Costs of Behavioral Grading: Uncovering Stakeholder Perceptions to Advance Equity
inferred← citeshttps://doi.org/10.3280/ess1-2023oa15264openalex-snapshot
Encourage reflective and self-assessment processes through the automatic processing of personalized feedback
inferred← citeshttps://doi.org/10.3280/ess1-2023oa15306openalex-snapshot
La valutazione inclusiva degli apprendimenti per e con gli studenti e le studentesse all'Università
inferred← citeshttps://doi.org/10.3280/ess2-2021oa12481openalex-snapshot
Il peer-assessment nella formazione insegnanti: accorgimenti e ricadute
inferred← citeshttps://doi.org/10.32870/dse.v0i23.782openalex-snapshot
Los desafíos de la retroalimentación en la escritura. Estudio de caso en la enseñanza del español en secundaria en México
inferred← citeshttps://doi.org/10.33348/kvt.107963openalex-snapshot
Palaute osana formatiivista arviointiprosessia: Vuorovaikutusta vai monologia?
inferred← citeshttps://doi.org/10.3389/feduc.2019.00065openalex-snapshot
Effects of Digital Score Reporting and Feedback on Students' Learning in Higher Education
inferred← citeshttps://doi.org/10.3389/feduc.2021.720195openalex-snapshot
A Review of Feedback Models and Theories: Descriptions, Definitions, and Conclusions
inferred← citeshttps://doi.org/10.3389/feduc.2022.751548openalex-snapshot
The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing
inferred← citeshttps://doi.org/10.3389/feduc.2022.751549openalex-snapshot
Inside the Next Black Box: Examining Students’ Responses to Teacher Feedback in a Formative Assessment Context
inferred← citeshttps://doi.org/10.3389/feduc.2025.1550328openalex-snapshot
Making student voice heard in dialogic feedback: feedback design matters
inferred← citeshttps://doi.org/10.3389/feduc.2025.1567704openalex-snapshot
Unheard and unused: why students reject teacher and peer feedback
inferred← citeshttps://doi.org/10.3389/feduc.2026.1726594openalex-snapshot
Grades as motivators or stressors: the role of gender, cognitive ability, and parental education
inferred← citeshttps://doi.org/10.3389/flang.2025.1453230openalex-snapshot
“Feedback is communication between human beings”: understanding adolescents' conception of written qualitative feedback
inferred← citeshttps://doi.org/10.3389/fpsyg.2017.01594openalex-snapshot
Teacher Mindsets Concerning the Malleability of Intelligence and the Appraisal of Achievement in the Context of Feedback
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1356852openalex-snapshot
Toward self-regulated learning: effects of different types of data-driven feedback on pupils’ mathematics word problem-solving performance
inferred← citeshttps://doi.org/10.3389/fpsyg.2024.1391093openalex-snapshot
Discrepancy between performance and feedback affects mathematics student teachers’ self-efficacy but not their self-assessment accuracy
inferred← citeshttps://doi.org/10.3389/fpsyg.2026.1776056openalex-snapshot
A psychological dynamics model of AI-supported learning: examining the mediating and moderating effects on preservice early childhood teachers’ instructional design ability
inferred← citeshttps://doi.org/10.3389/frai.2021.713176openalex-snapshot
Keep Calm and Do Not Carry-Forward: Toward Sensor-Data Driven AI Agent to Enhance Human Learning
inferred← citeshttps://doi.org/10.3390/educsci13111090openalex-snapshot
The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education
inferred← citeshttps://doi.org/10.3390/educsci15081058openalex-snapshot
Prompting Better Feedback: A Study of Custom GPT for Formative Assessment in Undergraduate Physics
inferred← citeshttps://doi.org/10.3390/jrfm15110503openalex-snapshot
Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment
inferred← citeshttps://doi.org/10.38151/akef.2022.28openalex-snapshot
Türkiye de Eğitim Bilimleri Alanında Geri Bildirim Üzerine Yapılmış Lisansüstü Tezlerin Analizi
inferred← citeshttps://doi.org/10.3990/1.9789036535809openalex-snapshot
Computer-based feedback in formative assessment
inferred← citeshttps://doi.org/10.4018/978-1-5225-2639-1.ch001openalex-snapshot
Human Systems Engineering and Educational Technology
inferred← citeshttps://doi.org/10.4018/978-1-5225-5472-1.ch104openalex-snapshot
Human Systems Engineering and Educational Technology
inferred← citeshttps://doi.org/10.4018/ijtepd.2018070102openalex-snapshot
Regression Analysis on the Effect of Lecturers' Competencies on Students' Performance
inferred← citeshttps://doi.org/10.4103/0022-3859.105447openalex-snapshot
Integrating students′ reflection-in-learning and examination performance as a method for providing educational feedback
inferred← citeshttps://doi.org/10.51460/baebd.1612413openalex-snapshot
Öğretmen Davranışlarının Öğrencilerin Öğrenme Hedefleri Üzerindeki Etkisi
inferred← citeshttps://doi.org/10.5204/intjfyhe.v6i1.249openalex-snapshot
Increasing student performance by changing the assessment practices within an academic writing unit in an Enabling Program
inferred← citeshttps://doi.org/10.53850/joltida.1766039openalex-snapshot
Artificial Intelligence in Education from the Perspective of Students: The Example of Mathematics Classes
inferred← citeshttps://doi.org/10.54014/7mg3-x499openalex-snapshot
Validity of the responses to feedback survey : operationalizing and measuring students' cognitive and affective responses to teacher feedback
inferred← citeshttps://doi.org/10.5430/wje.v13n3p40openalex-snapshot
The Contribution of Teacher Feedback to Learners’ Work Revision: A Systematic Literature Review
inferred← citeshttps://doi.org/10.54597/mate.0108openalex-snapshot
Módszertani eszköztár a felsőoktatásban tanító oktatók számára 2.
inferred← citeshttps://doi.org/10.5688/ajpe8850openalex-snapshot
Deficiencies of Traditional Grading Systems and Recommendations for the Future
inferred← citeshttps://doi.org/10.5753/sbie.2022.224813openalex-snapshot
Um estudo comparativo do comportamento ocular de estudantes no ensino presencial e on-line
inferred← citeshttps://doi.org/10.70838/pemj.380606openalex-snapshot
Unravelling Students’ Untold Stories on Teachers’ Feedbacking in the Classroom
inferred← citeshttps://doi.org/10.7176/rhss/48-0810493openalex-snapshot
Examining the Perceptions and Preferences of Saudi EFL Student Teachers Concerning Teachers’ Feedback Practices
inferred← citeshttps://doi.org/10.71889/5fylantbak.29860808openalex-snapshot
The Effects of Flipping an Undergraduate Precalculus Class
inferred← citeshttps://doi.org/10.7202/1111099aropenalex-snapshot
Analyse des émotions et des compétences émotionnelles d’étudiants universitaires dans le traitement d’un feedback formatif à distance
inferred← citeshttps://doi.org/10.7202/1118375aropenalex-snapshot
Analysis of the Emotions and Emotional Skills of University Students in Processing Distance Formative Feedback
inferred← citeshttps://doi.org/10.7575/aiac.alls.v.5n.5p.202openalex-snapshot
The Effect of Overt Prepositional Input on Students’ Written Accuracy
inferred← citeshttps://doi.org/10.7939/r3-vbt3-6598openalex-snapshot
Using Automatic Item Generation to Create Content for Computerized Formative Assessment
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