The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education
The practice of formative assessment through teacher question and student response has received increased research attention in recent years (Chin, 2006; Evans, 2013; Havnes et al., 2012; Heritage & Heritage, 2013; Lueng, 2004; Ruiz-Primo, 2011; Wiliam, 2001) Specifically, Ruiz-Primo (2011) argued that all interaction between teachers and students can be understood as informal assessment situations, and quantified over the course of time to develop a picture of student learning (p. 16).
Reardon, Daniel. "The Myers-Goodboy/Dok Approach to Positive Disposition through Feedback Training in Preservice Teacher Education." Dispositions in Teacher Education: A Global Perspective (2016): 57-75.
The definitive version is available at https://doi.org/10.1007/978-94-6300-552-4_3
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