000			01520nam a22002297a 4500
003			ZW-GwMSU
005			20241126085717.0
008			241126b |||||||| |||| 00| 0 eng d
022			_a1052-4800
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1778 JOU
100	1		_aHowell, Michael L. _eauthor
245	1	0	_aThe feedback 5: _bprinciples for providing effective written feedback on students' work _ccreated by Michael L. Howell
264	1		_aCanada: _bMiami University, _c2016.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aJournal on excellence in college teaching _vVolume 27, number 1 ,
520	3		_aAssessing 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			_aStudents' work _vStrategies _xEffective-written feedback
942			_2lcc _cJA
999			_c168389 _d168389