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Diagnostic Feedback in Informal Educational Settings

Advances in instructional technology have helped to inform developments in classroom pedagogy and bring about changes to feedback practices, with a greater emphasis on peer and collaborative feedback and the growing importance of computer-mediated feedback. There has been a shift toward a more developmental view of feedback, with greater emphasis on its formative potential whereby the student is viewed as an active participant in the feedback and learning process. This also means that the line between informal and formal learning situations is blurred since student engagement in feedback is an integral part of learning, reflection, and self-regulation in any context. Indeed, feedback research that builds on an assessment for learning framework or self-regulatory framework advocates student self-assessment and peer assessment and highlights the need for ...

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