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Despite feedback's demonstratively positive effects on student performance, research on the specific components of successful feedback practice is in short supply. In Using Feedback to Improve Learning, Ruiz-Primo and Brookhart offer critical characteristics of feedback strategies to affirm classroom feedback's positive effect on student learning. The book provides pre- and in-service teachers as well as educational researchers with empirically supported techniques for using feedback as a part of formative assessment in the classroom.
Maria Araceli Ruiz-Primo is Associate Professor in the Graduate School of Education at Stanford University, USA. Her work focuses on assessment of student learning at both large-scale and classroom level, and the study of teachers' assessment practices. Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University, USA, and an independent educational consultant based in Helena, Montana. Her interests include the role of both formative and summative classroom assessment in student motivation and achievement, the connection between classroom assessment and large-scale assessment, and grading.
1. Formative Assessment and Feedback in the Classroom 2. Feedback, Goals of Learning, and Criteria for Success 3. Characteristics of Effective Feedback: Comments and Instructional Moves 4. Implementing Effective Feedback: Some Challenges and Some Solutions 5. Feedback Here, There, and Everywhere 6. Improving Classroom Feedback
