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Direct linkSchut, Suzanne; van Tartwijk, Jan; Driessen, Erik; van der Vleuten, Cees; Heeneman, Sylvia – Advances in Health Sciences Education, 2020
Low-stakes assessments are theorised to stimulate and support self-regulated learning. They are feedback-, not decision-oriented, and should hold little consequences to a learner based on their performance. The use of low-stakes assessment as a learning opportunity requires an environment in which continuous improvement is encouraged. This may be…
Descriptors: Teacher Student Relationship, Metacognition, Feedback (Response), Student Attitudes
Hauver, Jennifer – Democracy & Education, 2017
The purpose of this exploratory study was to identify the analytic frames children (ages 9 to 11) employed as they worked together to make sense of an ill-structured problem, what those same children did when their frames collided in the context of deliberative dialogue, and what they learned from the process of negotiation. Data included pre- and…
Descriptors: Cooperative Learning, Dialogs (Language), Persuasive Discourse, Interviews
