Exploring teachers' interpretations of feedback in primary literacy classroom settings
It is now widely acknowledged that formative assessment can be beneficial to students’ learning. However, there is also evidence that teachers encounter a range of issues in the enactment of formative practice inside the classroom (Black & Wiliam, 1998, 2003, 2006, 2009, 2012; Swaffield, 2011)....
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King's College London (University of London)
2017
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713112 |