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Knowledge survey

About: Knowledge survey is a research topic. Over the lifetime, 751 publications have been published within this topic receiving 34394 citations.


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Journal ArticleDOI
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Abstract: This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.

6,483 citations

Journal ArticleDOI
TL;DR: In this paper, the authors developed a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge and applied it to the problem of teaching.
Abstract: This article reports the authors' efforts to develop a practice-based theory of content knowledge for teaching built on Shulman's (1986) notion of pedagogical content knowledge. As the concept of p...

4,477 citations

Journal ArticleDOI
TL;DR: This article reviewed the corpus of research on feedback, with a focus on formative feedback, defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning.
Abstract: This article reviews the corpus of research on feedback, with a focus on formative feedback—defined as information communicated to the learner that is intended to modify his or her thinking or behavior to improve learning According to researchers, formative feedback should be nonevaluative, supportive, timely, and specific Formative feedback is usually presented as information to a learner in response to some action on the learner’s part It comes in a variety of types (eg, verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (eg, immediately following an answer, after some time has elapsed) Finally, several variables have been shown to interact with formative feedback’s success at promoting learning (eg, individual characteristics of the learner and aspects of the task) All of these issues are discussed This review concludes with guidelines for generating formative feedback

2,893 citations

Journal ArticleDOI
TL;DR: In this article, the authors investigated the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics and reported findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their teachers.
Abstract: In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers’ content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from a 1-year study conducted in Germany with a representative sample of Grade 10 classes and their mathematics teachers. Teachers’ pedagogical content knowledge was theoretically and empirically distinguishable from their content knowledge. Multilevel structural equation models revealed a substantial positive effect of pedagogical content knowledge on students’ learning gains that was mediated by the provision of cognitive activation and individual learning support.

1,553 citations

Journal ArticleDOI
TL;DR: This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learners' thinking or behavior for the purpose of improving learning, and concludes with a set of guidelines for generatingformative feedback.
Abstract: This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner's thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner's part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback's success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.

1,221 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
202316
202229
202110
202012
201921
201812