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Statements

Subject Item
n2:RIV%2F00216224%3A14210%2F12%3A00057308%21RIV13-GA0-14210___
rdf:type
n6:Vysledek skos:Concept
rdfs:seeAlso
http://dx.doi.org/10.1007/s11092-012-9144-8
dcterms:description
This paper introduces an empirical study that examines how teachers evaluate pupils' responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils' responses and not to elaborate them. An important feature of feedback is its implicitness and near-zero content value resulting from the teachers' preferences to avoid explicit evaluative comments. This type of feedback is not in accordance with the concepts of dialogical education that currently dominate the field of the theory of educational communication. Impact factor of the journal: 0,694 (2011). This paper introduces an empirical study that examines how teachers evaluate pupils' responses. The study draws on research undertaken at four secondary schools in the Czech Republic. It transpires that feedback has a stable position in the structure of communication; however, it is used only to verify pupils' responses and not to elaborate them. An important feature of feedback is its implicitness and near-zero content value resulting from the teachers' preferences to avoid explicit evaluative comments. This type of feedback is not in accordance with the concepts of dialogical education that currently dominate the field of the theory of educational communication. Impact factor of the journal: 0,694 (2011).
dcterms:title
Feedback in educational communication in Czech secondary schools Feedback in educational communication in Czech secondary schools
skos:prefLabel
Feedback in educational communication in Czech secondary schools Feedback in educational communication in Czech secondary schools
skos:notation
RIV/00216224:14210/12:00057308!RIV13-GA0-14210___
n6:predkladatel
n18:orjk%3A14210
n3:aktivita
n21:P
n3:aktivity
P(GA406/09/0752)
n3:cisloPeriodika
č. 3
n3:dodaniDat
n10:2013
n3:domaciTvurceVysledku
n4:8701342 n4:9714863
n3:druhVysledku
n19:J
n3:duvernostUdaju
n8:S
n3:entitaPredkladatele
n11:predkladatel
n3:idSjednocenehoVysledku
136308
n3:idVysledku
RIV/00216224:14210/12:00057308
n3:jazykVysledku
n20:eng
n3:klicovaSlova
feedback; evaluation; educational communication; dialogical teaching; scaffolding
n3:klicoveSlovo
n7:educational%20communication n7:dialogical%20teaching n7:feedback n7:scaffolding n7:evaluation
n3:kodStatuVydavatele
NL - Nizozemsko
n3:kontrolniKodProRIV
[85548D6A8D54]
n3:nazevZdroje
Educational Assessment, Evaluation and Accountability
n3:obor
n16:AM
n3:pocetDomacichTvurcuVysledku
2
n3:pocetTvurcuVysledku
2
n3:projekt
n12:GA406%2F09%2F0752
n3:rokUplatneniVysledku
n10:2012
n3:svazekPeriodika
roč. 24
n3:tvurceVysledku
Šeďová, Klára Švaříček, Roman
n3:wos
000307406300005
s:issn
1874-8597
s:numberOfPages
23
n17:doi
10.1007/s11092-012-9144-8
n14:organizacniJednotka
14210