Alison Rushton.
Medical Teacher
September 2005, Vol. 27, Issue #6, pg. 509-513.
Review by: Linda Heun, Ph.D. <lheun@aacom.org>
The author focuses on the centrality of feedback to formative assessment as supported by a synthesis of meta-analyses that concludes that feedback is the most powerful single effect on achievement. However, for feedback to be effective, the learner must be fully involved and oriented to process the feedback in the context of their current and future work.
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