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dc.contributor.authorMartin, Joanna
dc.date.accessioned2013-03-01T12:02:35Z
dc.date.available2013-03-01T12:02:35Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10369/3951
dc.description.abstractThis study investigated if verbal and practically demonstrated feedback given as part of formative assessment within a contemporary technique class, affects a student’s response to learning. In order to investigate this area of study a sample of third year undergraduate dance students were observed for four weeks, they then completed questionnaires around the topic of feedback and had the opportunity to take part in a focus group with topics about feedback being discussed. From this investigation many key findings were obtained. It was found that the students were preferable to practically demonstrated feedback given individually yet a reoccurring factor within the data collected was the importance of how the feedback was given to the students, with its value and quality affecting what the students do with this feedback rather than what type of feedback is provided. This information contributed to the knowledge of how feedback should be given within contemporary technique and how this affects the student’s response to learning more so than whether the feedback is verbally or practically demonstrated.en_GB
dc.formatThesisen
dc.languageEnglishen
dc.publisherUniversity of Wales Institute Cardiffen_GB
dc.titleDOES VERBAL AND PRACTICALLY DEMONSTRATED FEEDBACK GIVEN AS PART OF FORMATIVE ASSESSMENT WITHIN A CONTEMPORARY TECHNIQUE CLASS AFFECT A STUDENTS RESPONSE TO LEARNING?en_GB
dc.typeThesis


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