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Other titre : Rétroactions cohérentes dans une pédagogie constructiviste : une analyse des rétroactions sur les travaux écrits dans les cours d'anglais aux cégeps anglophones.

dc.contributor.advisorGeoffroy, Yvonfr
dc.contributor.authorMcDonnell, Maggiefr
dc.date.accessioned2015-09-09T17:43:05Z
dc.date.available2015-09-09T17:43:05Z
dc.date.created2012fr
dc.date.issued2012fr
dc.identifier.urihttp://hdl.handle.net/11143/7679
dc.description.abstractIn order to determine how consistent feedback is within the English Cégep system, this study explores three key aspects of feedback provided to students: the amount of feedback provided, the nature of the feedback according to the defined criteria, and the relative importance of the three categories. Twenty-three teachers in four English departments participated in the study. Data was collected from a detailed questionnaire to give some context in terms of teacher training, experience, and assessment practices. Respondents were then asked to provide written feedback on a sample student essay. Their comments werw analysed in terms of the nature of the feedback, how consistent that feedback was between teachers, and how closely the feedback reflected the stated instructional objectives.fr
dc.language.isoengfr
dc.publisherUniversité de Sherbrookefr
dc.rights© Maggie McDonnellfr
dc.subjectConstructivismefr
dc.subjectÉducationfr
dc.subjectAllophonesfr
dc.subjectEnseignement collégialfr
dc.titleConsistent Feedback for a Constructivist Pedagogy : a Study of Feedback on written Assessments in Cegep English Courses.fr
dc.title.alternativeRétroactions cohérentes dans une pédagogie constructiviste : une analyse des rétroactions sur les travaux écrits dans les cours d'anglais aux cégeps anglophones.fr
dc.typeEssaifr
tme.degree.disciplineEnseignement au collégialfr
tme.degree.grantorFaculté d'éducationfr
tme.degree.levelMaîtrisefr
tme.degree.nameM. Éd.fr


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