FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1853615627> ?p ?o ?g. }

• W1853615627 endingPage "711" @default.
• W1853615627 startingPage "693" @default.
• W1853615627 abstract "Diagnostic assessment enables teachers to make inferences about learners’ strengths and weaknesses in the skills being taught. Teachers may provide students with diagnostic feedback to make positive changes in their learning. This pedagogical desire for classroom diagnostic assessment resonates well with formative assessment and differentiates it from clinical diagnosis. However, this formative potential to advance student learning is only realized when diagnostic feedback is used by teachers and learners. The ways in which this feedback is interpreted and utilized depend on a range of variables at individual and structural (e.g., classroom, schools, and community) levels. Questioning the assumption that learners are passive recipients of feedback, the chapter probes conditions and variables that enable or inhibit the maximal use of diagnostic feedback. While the focus of diagnosis is students’ cognitive competence, the parameters of diagnostic assessment involve more than a cognitive dimension. Viewing students as change agents in diagnostic assessment requires consideration of noncognitive learner characteristics such as students’ attitude to learning and assessment, especially their goal orientations. Students’ mastery goals are shown to be related to adaptive outcomes, persistence, and effective self‐regulatory strategies that facilitate performance on assessment tasks. Few studies have examined whether there is a direct link between students’ goal orientations and their attitudes to and use of diagnostic feedback. The chapter examines whether students’ goal orientations serve as a gateway to understanding how students may interpret assessment feedback and use it in their learning. Other structural conditions, beyond individual orientations, are also explored in order to understand the role of context, where individual learners’ attitudes and goal orientations are shaped and influenced through the interaction with other learners, teachers, parents, and social norms. The chapter examines these relationships by drawing from multiple small‐scale studies engaging English language learners, and argues that the effectiveness of diagnostic feedback is achieved when the complex nature of language learners’ goal structures situated in sociocultural learning contexts is considered." @default.
• W1853615627 created "2016-06-24" @default.
• W1853615627 creator A5009222305 @default.
• W1853615627 creator A5022042317 @default.
• W1853615627 date "2013-11-11" @default.
• W1853615627 modified "2023-10-16" @default.
• W1853615627 title "Diagnostic Feedback in the Classroom" @default.
• W1853615627 cites W12638608 @default.
• W1853615627 cites W1536460121 @default.
• W1853615627 cites W1550188472 @default.
• W1853615627 cites W1552099543 @default.
• W1853615627 cites W1667804006 @default.
• W1853615627 cites W186219628 @default.
• W1853615627 cites W1967555382 @default.
• W1853615627 cites W1976533545 @default.
• W1853615627 cites W1978334105 @default.
• W1853615627 cites W1996652948 @default.
• W1853615627 cites W2001367724 @default.
• W1853615627 cites W2003577900 @default.
• W1853615627 cites W2022096192 @default.
• W1853615627 cites W2026408324 @default.
• W1853615627 cites W2029460344 @default.
• W1853615627 cites W2050429138 @default.
• W1853615627 cites W2050468981 @default.
• W1853615627 cites W2056855771 @default.
• W1853615627 cites W2072324621 @default.
• W1853615627 cites W2092204425 @default.
• W1853615627 cites W2095907159 @default.
• W1853615627 cites W2101778115 @default.
• W1853615627 cites W2102073887 @default.
• W1853615627 cites W2120740068 @default.
• W1853615627 cites W2135995390 @default.
• W1853615627 cites W2149709945 @default.
• W1853615627 cites W2152615458 @default.
• W1853615627 cites W2164651934 @default.
• W1853615627 cites W2167884222 @default.
• W1853615627 cites W2168988412 @default.
• W1853615627 cites W2560140854 @default.
• W1853615627 cites W256498028 @default.
• W1853615627 cites W4233023631 @default.
• W1853615627 cites W4236230139 @default.
• W1853615627 cites W4241444451 @default.
• W1853615627 doi "https://doi.org/10.1002/9781118411360.wbcla081" @default.
• W1853615627 hasPublicationYear "2013" @default.
• W1853615627 type Work @default.
• W1853615627 sameAs 1853615627 @default.
• W1853615627 citedByCount "10" @default.
• W1853615627 countsByYear W18536156272015 @default.
• W1853615627 countsByYear W18536156272020 @default.
• W1853615627 countsByYear W18536156272021 @default.
• W1853615627 countsByYear W18536156272022 @default.
• W1853615627 countsByYear W18536156272023 @default.
• W1853615627 crossrefType "other" @default.
• W1853615627 hasAuthorship W1853615627A5009222305 @default.
• W1853615627 hasAuthorship W1853615627A5022042317 @default.
• W1853615627 hasConcept C100521375 @default.
• W1853615627 hasConcept C134895398 @default.
• W1853615627 hasConcept C145420912 @default.
• W1853615627 hasConcept C151730666 @default.
• W1853615627 hasConcept C15744967 @default.
• W1853615627 hasConcept C169760540 @default.
• W1853615627 hasConcept C169900460 @default.
• W1853615627 hasConcept C180747234 @default.
• W1853615627 hasConcept C2779343474 @default.
• W1853615627 hasConcept C42525527 @default.
• W1853615627 hasConcept C63882131 @default.
• W1853615627 hasConcept C77805123 @default.
• W1853615627 hasConcept C86803240 @default.
• W1853615627 hasConceptScore W1853615627C100521375 @default.
• W1853615627 hasConceptScore W1853615627C134895398 @default.
• W1853615627 hasConceptScore W1853615627C145420912 @default.
• W1853615627 hasConceptScore W1853615627C151730666 @default.
• W1853615627 hasConceptScore W1853615627C15744967 @default.
• W1853615627 hasConceptScore W1853615627C169760540 @default.
• W1853615627 hasConceptScore W1853615627C169900460 @default.
• W1853615627 hasConceptScore W1853615627C180747234 @default.
• W1853615627 hasConceptScore W1853615627C2779343474 @default.
• W1853615627 hasConceptScore W1853615627C42525527 @default.
• W1853615627 hasConceptScore W1853615627C63882131 @default.
• W1853615627 hasConceptScore W1853615627C77805123 @default.
• W1853615627 hasConceptScore W1853615627C86803240 @default.
• W1853615627 hasLocation W18536156271 @default.
• W1853615627 hasOpenAccess W1853615627 @default.
• W1853615627 hasPrimaryLocation W18536156271 @default.
• W1853615627 hasRelatedWork W2170757353 @default.
• W1853615627 hasRelatedWork W2257380876 @default.
• W1853615627 hasRelatedWork W2315006135 @default.
• W1853615627 hasRelatedWork W2524843116 @default.
• W1853615627 hasRelatedWork W2791597258 @default.
• W1853615627 hasRelatedWork W3024295485 @default.
• W1853615627 hasRelatedWork W3025109161 @default.
• W1853615627 hasRelatedWork W4312210825 @default.
• W1853615627 hasRelatedWork W4383187448 @default.
• W1853615627 hasRelatedWork W4384831407 @default.
• W1853615627 isParatext "false" @default.
• W1853615627 isRetracted "false" @default.
• W1853615627 magId "1853615627" @default.
• W1853615627 workType "other" @default.