- Askew, S. (Ed.). (2000). Feedback for learning. Psychology Press. [Google Scholar]
- Beydoğan, H. Ö. (2016). Feedback Correction Perception Scale For Teacher Candidates, Journal of Kırsehir Education Faculty, 17(2), 297-314. [Google Scholar]
- Book, C. L. (1985). Providing feedback: The research on effective oral and written feedback strategies. Communication Studies, 36(1-2), 14-23. [Google Scholar]
- Brown, S., & Knight, P. (1994). Assessing learners in higher education. Psychology Press. [Google Scholar]
- Burkšaitienė, N. (2012). Promoting student learning through feedback in higher education. Societal Studies, 4(1), 33-46. [Google Scholar]
- Büyüköztürk, Ş. (2010). Data analysis handbook for social sciences. Ankara: Pegem Akademi. [Google Scholar]
- Cannon, M. D., & Witherspoon, R. (2005). Actionable feedback: Unlocking the power of learning and performance improvement. The Academy of Management Executive, 19(2), 120-134. [Google Scholar]
- Day, K. (1995). Feedback on teaching. Teaching tutoring and demonstrating: A handbook, 79-88. [Google Scholar]
- Durmuş, B., Yurtkoru, E. S., & Çinko, M. (2011). Data analysis with SPSS in social sciences. İstanbul, Beta. [Google Scholar]
- Field, A. (2009). Discovering Statistics Using SPSS: Introducing Statistical Method (3rd ed.). Thousand Oaks, CA: Sage Publications. [Google Scholar]
- Gibbs, G., & Simpson, C. (2003). Measuring the response of students to assessment: the Assessment Experience Questionnaire. In 11th Improving Student Learning Symposium,1-12. [Google Scholar]
- Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112. [Google Scholar]
- Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21-27. [Google Scholar]
- Joreskog, K. G., & Sorbom, D. (1993). LISREL 8 user’s guide. Chicago: Scientific Software. [Google Scholar]
- Kangalgil, M. (2013). The Evaluation of Feedback Usage in Physical Education and Sports Lessons in Terms of Teacher’s Dimension, Education and Science, 38(170), 384-400. [Google Scholar]
- Kara, F. M. & Kazak, F. Z., & AşçıI, F. H. (2018). Perceived Teacher Feedback Scale: The Validity, Hacettepe Journal of Sport Sciences, 29(2), 79-86. [Google Scholar]
- Koka, A., & Hein, V. (2003). Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4(4), 333-346. [Google Scholar]
- McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessment tasks. Issues in Educational Research, 25(2), 153-169. [Google Scholar]
- Naylor, R., Baik, C., Asmar, C., & Watty, K. (2014). Good Feedback Practices: Prompts and Guidelines for Reviewing and Enhancing Feedback for Students. Centre for the Study of Higher Education. [Google Scholar]
- Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. [Google Scholar]
- Nottingham, J., & Nottingham, J. (2017). Challenging Learning Through Feedback: How to Get the Type, Tone and Quality of Feedback Right Every Time. Corwin Press. [Google Scholar]
- Orrell, J. (2006). Feedback on learning achievement: rhetoric and reality. Teaching in higher education, 11(4), 441-456. [Google Scholar]
- Ramsden, P. & Entwistle, N. J. (1981) Effects of academic departments on students’ approaches to studying, British Journal of Educational Psychology, 51, 368–383. [Google Scholar]
- Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16(2), 129-150. [Google Scholar]
- Richardson, J. T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387-415. [Google Scholar]
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-144. [Google Scholar]
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. [Google Scholar]
- Sendziuk, P. (2010). Sink or Swim? Improving Student Learning through Feedback and Self-Assessment. International Journal of Teaching and Learning in Higher Education, 22(3), 320-330. [Google Scholar]
- Spiller, D. (2009). Assessment: Feedback to promote student learning. Manuscript submitted for publication, The University of Waikato, The University of Waikato, Hamilton, New Zealand. [Google Scholar]
- Şencan, H. (2005). Reliability and validity for social and behavioral measures, Ankara: Seçkin Publishing. [Google Scholar]
- Tang, W., Cui, Y., & Babenko, O. (2014). Internal consistency: Do we really know what it is and how to assess it. Journal of Psychology and Behavioral Science, 2(2), 205-220. [Google Scholar]
- Turan, B. & Haşit, G. (2014). Technology Acceptance Model and an Application on Primary School Teachers, International Journal of Alanya Faculty of Business, 6(1), 109-119 [Google Scholar]
- Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15(3), 179-200. [Google Scholar]
- Yıldırım, A., & Şimşek, H. (2006). Qualitative research methods in social sciences, Ankara: Seckin Publishing. [Google Scholar]
- Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477-501. [Google Scholar]
|
