Grades versus Comments: Research on Student Feedback

Autor/in	Guskey, Thomas R.
Titel	Grades versus Comments: Research on Student Feedback
Quelle	In: Phi Delta Kappan, 101 (2019) 3, S.42-47 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/0031721719885920
Schlagwörter	Grades (Scholastic); Feedback (Response); Student Evaluation; Educational History; Learning Processes; Teacher Student Relationship; Mastery Learning; Learning Motivation; Role; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Notenspiegel; Schulnote; Studentische Bewertung; History of education; Bildungsgeschichte; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Motivation for studies; Lernmotivation; Rollen
Abstract	Opinions about whether comments, grades, or both are the most effective forms of feedback vary widely among teachers, school leaders, and even grading and assessment consultants. Thomas Guskey maintains that the truth is not as clear-cut as some suggest. He reviews the research, going back to the 1950s, to better understand when certain types of feedback are most useful. He concludes that grades and comments are not, in and of themselves, beneficial to student learning. Effective feedback, whether in the form of grades or comments, must give students a sense of where they are and what they need to do to improve. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01