The purpose of this study was to determine the effects of individualized written feedback, oral group feedback, and no feedback on learning music. Eighty secondary-level students participated in this study. The results indicate that oral group information feedback promotes significantly more learning than does individualized written feedback or no feedback.
ABSTRACT This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent fe...
The purpose of this study was to test the validity of the psychological processes proposed by cognitive evaluation theory (Deci & Ryan, 1980) when the informational aspect o...
The purpose of this study was to investigate the effectiveness of Interactive Lecture Demonstrations over traditional instruction on university students' understanding of heat a...
Abstract The purpose of this three‐year naturalistic case study was to see whether collaborative reflection could enhance teaching and learning of science by generating desirabl...
ABSTRACT The educational effects of frequent classroom testing have been studied and discussed since the early part of this century. Testing advocates have suggested that more f...
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