A5052270237- Student Assessment and Feedback
- Innovative Teaching and Learning Methods
- Educational Strategies and Epistemologies
- E-Learning and Knowledge Management
- Literacy and Educational Practices
- Education and Critical Thinking Development
- Evaluation of Teaching Practices
- Intelligent Tutoring Systems and Adaptive Learning
- Reading and Literacy Development
- Educational and Psychological Assessments
- Educational Innovations and Technology
- Teacher Education and Leadership Studies
- Educational theories and practices
- Reflective Practices in Education
- Social Sciences and Policies
- Indigenous Cultures and Socio-Education
- Educational Games and Gamification
- Communication in Education and Healthcare
- Community Health and Development
- Innovative Teaching Methods
- Memory Processes and Influences
- Online and Blended Learning
- Psychometric Methodologies and Testing
- Labor Law and Work Dynamics
- Educational Methods and Psychological Studies
Universitat de València
2015-2024
Abstract Background Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate often ignore Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide in written format instead using more engaging channels (e.g., audiovisual). Objectives quasi‐experimental study examines extent which (video vs. written) influences students' perceptions feedback,...
Abstract Assessing student writing assignments and providing effective feedback are a complex pedagogical skill teacher candidates need to master. Scarce literature has closely examined the type of that pre-service high-school teachers spontaneously deliver when assessing writings, which is main goal our study. In sample 255 high school candidates, we they provided two differed in quality. One thousand eight hundred thirty-five comments were analyzed coded into 11 sub-categories. Results...
Abstract Although student’s decision to review digitally-delivered feedback has received more attention over the last decade, relationship of audiovisual formats and academic engagement have rarely been investigated. This quasi-experimental study explores how written two video-feedback formats, each showcasing instructor’s presence in different ways (audible or visual), influence students’ perceptions effectiveness, their decisions messages, achievement. Given pivotal role student...
Abstract Elaborative feedback (EF) containing explanations on students' responses benefits learning. Computer‐based environments provide learners with EF in different ways, for example, an immediate question‐by‐question basis or after answering a set of questions. Recent findings also suggest that delaying enhances However, it is unclear to what extent types delayed‐EF favour performance. This study examines whether and how two (question‐based vs. summative) influence question‐answering...
Introduction. Students often answer questions from available expository texts for assessment and learning purposes. These activities require readers to activate not only meaning-making processes (e.g., paraphrases or elaborations), but also metacognitive operations monitoring readers’ own comprehension self-regulating reading behaviors) in order successfully use textual information meet the task demands. The aim of study was explore while answering using at hand, how they monitor control...
ABSTRACT The current information society requires people to handle from different sources, which entails specific skills beyond those needed comprehend and use a single text. Given the relevance of becoming competent reader in functional reading scenarios, it is crucial examine how contextual‐, task‐, individual‐related factors may influence multiple‐documents question‐answering activities, key issue for assessment instruction. In this study, we examined text availability question type...
‘In your opinion, what are some important research questions, problems or challenges that scholars in field of specialization should address the coming years? What types studies be conducted to move further? Please justify’. This prompt was posed by incoming Editor JSED new team Deputy and Associate Editors journal’s three thematic areas (human development, learning education), who were invited co-author this Editorial. We briefly describe history JSED, present composition its Editorial...
Digital environments are able to provide corrective feedback such as knowledge of response (KR: correct/incorrect) or correct (KCR: the answer is X), along with elaborated (EF: explanations). It common assume that students process EF, although recent research shows this not always case, probably because provided EF. The main goal study analyze voluntary decision access EF depending on KR and KCR received immediately after answering questions from a science text. Secondary according condition...
El alumnado con Trastorno del Espectro Autista (TEA) presenta una amplia diversidad de dificultades y necesidades en el ámbito educativo. En comprensión lectora, suelen presentar la formación inferencias. Para superarlas, habitualmente se proporcionan apoyos visuales; sin embargo, desconoce qué medida uso imágenes contenidos seductores puede influir sobre inferencias procesamiento tarea. ‘efecto los detalles seductores’ supone peor lectora debido a integración seductoras (atractivas pero...
Readers tend to allocate more cognitive resources processing belief-consistent than belief-inconsistent information when reading multiple texts displaying discrepant views. This phenomenon, known as the text-belief consistency effect, results in individuals being prone making biased decisions and falling victim manipulation misinformation. issue is gaining relevance due undeniably vast amount of surrounding us. Hence, schools must ensure that students complete their education prepared face...
Introduction. Students usually answer comprehension questions from texts as part of their academic activities. Feedback has been found to be relatively effective improve and learning texts. However, there is little research on how computer-based feedback influences the question-answering process. This study examines effects elaborated (EF) students’ performance accuracy assess textual relevance. Further, explores whether EF question, text-search, processing. Method. Seventy-five 7th 8th...
Les enseignants proposent habituellement des activités de compréhension texte à leurs élèves et leur fournissent, fins d’apprentissage, une rétroaction visant l’exactitude réponses. Dans les classes traditionnelles, n’ont que peu d’opportunité pour fournir individuelle adaptée. environnements numériques surmontent ces limites. systèmes informatisés donnent aux chercheurs praticiens l’occasion retracer actions l’élève qui exécute tâches transformer immédiatement données en messages...