论文信息 - Does providing personalized feedback in psychology teaching and learning differentiates students’ academic performance?

Does providing personalized feedback in psychology teaching and learning differentiates students’ academic performance?

Abstract The study explored the differences among students’ academic performances in two distinct conditions: receiving and not receiving personalized feedback in academic tasks that they had to fulfil. Participants in the study were 273 undergraduate psychology students (2nd year), aged 20 to 42 years (M = 21.40, SD = 2.66), 35 males and 238 females, at the Faculty of Psychology in Bucharest, Romania. The results advocate for more formative assessment, including feedback, in teaching and learning psychology in higher education.

Valeria Negovan | Valeria Negovan | Romeo Zeno Cretu | R. Crețu

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