The feedback 5: (Record no. 168389)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01520nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241126085717.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241126b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| International Standard Serial Number | 1052-4800 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MSU |
| Language of cataloging | English |
| Transcribing agency | MSU |
| Description conventions | rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1778 JOU |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Howell, Michael L. |
| Relator term | author |
| 245 10 - TITLE STATEMENT | |
| Title | The feedback 5: |
| Remainder of title | principles for providing effective written feedback on students' work |
| Statement of responsibility, etc. | created by Michael L. Howell |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Canada: |
| Name of producer, publisher, distributor, manufacturer | Miami University, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2016. |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| Content type code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| Media type code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| Carrier type code | nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Title | Journal on excellence in college teaching |
| Volume/sequential designation | Volume 27, number 1 , |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Assessing student work generally involves offering comments that identify mistakes and evaluate the achievement of learning goals. Instructor-written feedback, though crucial to encouraging learning, can be a controversial practice. Instructors often expect that students will undervalue or ignore their feedback, caring only about grades. Students often report that they ignore feedback because they cannot understand or use it. Feedback is ineffective when students are unable to apply it to improve their performance. This article reviews literature from several disciplines to identify strategies and principles that can guide instructors in providing effective written feedback that will encourage and support student learning. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Students' work |
| Form subdivision | Strategies |
| General subdivision | Effective-written feedback |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Serial Enumeration / chronology | Total Checkouts | Full call number | Date last seen | Price effective from | Koha item type | Public note |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Library of Congress Classification | Main Library | Main Library | - Special Collections | 28/02/2017 | Vol. 27 no.1 (pages117-151) | LB1778 JOU | 26/11/2024 | 26/11/2024 | Journal Article | For in house use only |