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Published online by Cambridge University Press:  02 November 2018

Edited by
Anastasiya A. Lipnevich  and
Jeffrey K. Smith
Anastasiya A. Lipnevich
Affiliation:
Queens College and the Graduate Center, City University of New York
Jeffrey K. Smith
Affiliation:
University of Otago, New Zealand

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Chapter
Information
The Cambridge Handbook of Instructional Feedback , pp. viii - ix
Publisher: Cambridge University Press
Print publication year: 2018

Figures

  1. 1.1Five key strategies of formative assessment

  2. 2.1A proficiency progression model

  3. 4.1Different feedback messages to William’s sentence

  4. 4.2Star graphs of the marks awarded to different papers

  5. 6.1Trifecta of practices: assessment standards, design, and feedback

  6. 8.1An example of an array

  7. 8.2An example of a student solution

  8. 8.3An example of sets of counters

  9. 8.4Student solution 1

  10. 8.5Student solution 2

  11. 8.6Student solution 3

  12. 8.7Student solution demonstrating nonproportional reasoning

  13. 8.8Student solution demonstrating informal reasoning

  14. 8.9Student solution demonstrating formal solution

  15. 8.10Trigonometric ratios and the Pythagorean theorem

  16. 8.11Student solution 1

  17. 8.12Student solution 2

  18. 8.13Student solution 3

  19. 8.14Student solution 4

  20. 8.15Student solution for determining the number of sections in a circle, if a circle is cut by n lines

  21. 8.16An areas and perimeters problem

  22. 8.17Primary grades measurement problem

  23. 8.18A number line solution example

  24. 9.1Graphical representation of the formative assessment activities used in the DEMFAP project

  25. 11.1Rubric for the measurement topic of behaviors at the fifth grade

  26. 11.2ACT Tessera sample student score report

  27. 12.1The process of interpreting assessment specifications

  28. 12.2Dialogical processes

  29. 14.1Individual 360-degree feedback from self, peer, upward, and downward

  30. 19.1The mastery learning instructional process

  31. 19.2The forms of pre-assessments

  32. 19.3Percentage of students reaching mastery level performance on a comprehensive final examination

  33. 20.1Examples of different types of feedback

  34. 21.1Schematic describing the processes linking cultural value systems, social norms, “positive” learning interactions, and the dopamine reward-related networks to be found in the human mid-brain region

  35. 24.1An overview of factors moderating students’ engagement with feedback

  36. 25.1Relations between feedback and emotions: reciprocal causality, moderators, and mediators

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