1 resultado para English teachers - Taiwan
em Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada
Filtro por publicador
- Repository Napier (2)
- ABACUS. Repositorio de Producción Científica - Universidad Europea (1)
- Academic Archive On-line (Stockholm University; Sweden) (2)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (1)
- Applied Math and Science Education Repository - Washington - USA (10)
- Archivo Digital para la Docencia y la Investigación - Repositorio Institucional de la Universidad del País Vasco (2)
- Aston University Research Archive (18)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (6)
- Brock University, Canada (8)
- CamPuce - an association for the promotion of science and humanities in African Countries (1)
- CentAUR: Central Archive University of Reading - UK (46)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (1)
- Coffee Science - Universidade Federal de Lavras (1)
- CORA - Cork Open Research Archive - University College Cork - Ireland (1)
- Dalarna University College Electronic Archive (19)
- Deakin Research Online - Australia (100)
- Digital Commons at Florida International University (21)
- Doria (National Library of Finland DSpace Services) - National Library of Finland, Finland (3)
- Glasgow Theses Service (3)
- Greenwich Academic Literature Archive - UK (1)
- Helda - Digital Repository of University of Helsinki (2)
- Illinois Digital Environment for Access to Learning and Scholarship Repository (1)
- Instituto Politécnico do Porto, Portugal (2)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- Memorial University Research Repository (1)
- Ministerio de Cultura, Spain (15)
- QSpace: Queen's University - Canada (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (11)
- Queensland University of Technology - ePrints Archive (458)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Científico da Universidade de Évora - Portugal (1)
- Repositorio de la Universidad de Cuenca (2)
- Repositório Institucional da Universidade de Aveiro - Portugal (1)
- Repositório Institucional da Universidade Tecnológica Federal do Paraná (RIUT) (1)
- Repositorio Institucional de la Universidad de El Salvador (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (16)
- Repositorio Institucional UNISALLE - Colombia (2)
- Research Open Access Repository of the University of East London. (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (1)
- Savoirs UdeS : plateforme de diffusion de la production intellectuelle de l’Université de Sherbrooke - Canada (1)
- School of Medicine, Washington University, United States (14)
- South Carolina State Documents Depository (2)
- Universidad de Alicante (1)
- Universidad Politécnica de Madrid (1)
- Universidade de Lisboa - Repositório Aberto (1)
- Universidade dos Açores - Portugal (1)
- Universidade Federal de Uberlândia (2)
- Universidade Federal do Pará (2)
- Universidade Federal do Rio Grande do Norte (UFRN) (4)
- Universidade Metodista de São Paulo (6)
- Université de Montréal, Canada (2)
- University of Canberra Research Repository - Australia (2)
- University of Connecticut - USA (1)
- University of Michigan (16)
- University of Queensland eSpace - Australia (13)
- University of Washington (2)
- WestminsterResearch - UK (3)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
In order to determine how consistent feedback is within the English Cégep system, this study explores three key aspects of feedback provided to students: the amount of feedback provided, the nature of the feedback according to the defined criteria, and the relative importance of the three categories. Twenty-three teachers in four English departments participated in the study. Data was collected from a detailed questionnaire to give some context in terms of teacher training, experience, and assessment practices. Respondents were then asked to provide written feedback on a sample student essay. Their comments werw analysed in terms of the nature of the feedback, how consistent that feedback was between teachers, and how closely the feedback reflected the stated instructional objectives.