Professional Documents
Culture Documents
Reference List
Reference List
Reference List
E-Books
Australian Institute for Learning and School Leadership. (2019). Reframing feedback to
improve teaching and learning. AITSL. https://www.aitsl.edu.au/docs/default-sou
rce/research-evidence/spotlight/feedback.pdf?sfvrsn=cb2eec3c_14
Dean, C.B., Hubbel, E.R., Pitler H., & Stone, B. (2012). Classroom instruction that works.
https://books.google.com.ph/books?hl=en&lr=&id=5I3gEAAAQBAJ&oi=fnd&pg=PP1&ots=
UQrZc7shJU&sig=Ub3mAYtn4l2acXHFmmKhAm0JzzE&redir_esc=y#v=onepage&q&f=fals
Articles
Adams, A. Feedback that fosters growth. Edutopia. https://www.edutopia.org/article/ensur
ing-productive-students-feedback/#:~:text=If%20feedback%20is%20given%2C%20it
's,keeps%20it%20objective%20and%20focused.
Bohn, C.M., Roehrig, A.D., & Pressley, M. The first days of school in the classrooms of two
more effective and four less effective primary-grades teachers. The University of Chicago Press
Journals. https://www.journals.uchicago.edu/doi/10.1086/499753
Glen, T., Heath, N. L., Karagiannakis, A., & Hoida, D. (2004). Feedback practices in a sample of
children with emotional and/or behavioral difficulties. Emotional and Behavioural Difficulties,
9(1), 54–69. https://doi.org/10.1177/1363275204041963
Hancock, G. R., & Mueller, R. O. (2010). The Reviewer’s Guide to Quantitative Methods in the Social
Sciences. New York, NY Routledge. https://scirp.org/reference/referencespapers.aspx?referen
ceid=2377929
Hargreaves, E. (2012). Teacher’s classroom feedback: still trying to get it right. Pedagogies:
An International Journal, 7(1), 1–15. https://doi.org/10.1080/1554480x.2012.630454
Hattie, J. (2017). Backup of Hattie’s Ranking list of 256 influences and effect sizes related to
student achievement. Visible Learning. https://visible-learning.org/backup-hattie-ran
king-256-effects-2017/
Jusselim, L., Eccles, J., & Madon, S. (1996). Social perception, social stereotypes, and teacher
expectations: Accuracy and the quest for the powerful self-fulfilling prophecy. ScienceDirect.
https://www.sciencedirect.com/science/article/abs/pii/S0065260108602403
Olave-Encina, K., Moni, K., & Renshaw, P. (2020). Exploring the emotions of international
students about their feedback experiences. Higher Education Research and Development.
https://doi.org/10.1080/07294360.2020.1786020
Pitt, E., & Norton, L. (2016). ‘Now that’s the feedback I want!’ Students’ reactions to feedback on
graded work and what they do with it. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2016.1142500
Ruiz‐Primo, M. A., & Li, M. (2013). Analyzing teachers’ feedback practices in response to
students’ work in science classrooms. Applied Measurement in Education.
https://doi.org/10.1080/08957347.2013.793188
Ryan, T., & Henderson, M. (2017). Feeling feedback: students’ emotional responses to educator
feedback. Assessment & Evaluation in Higher Education.
https://doi.org/10.1080/02602938.2017.1416456
Sadler, R. (1998). Formative assessment: Revisiting the territory. Taylor & Francis Online.
https://www.tandfonline.com/doi/abs/10.1080/0969595980050104
Shields, S. (2015). ‘My work is bleeding’: exploring students’ emotional responses to first-year
assignment feedback. Teaching in Higher Education.
https://doi.org/10.1080/13562517.2015.1052786
Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis
of educational feedback research. Frontiers in Psychology.
https://doi.org/10.3389/fpsyg.2019.03087
Wu, Y., & Schunn, C. D. (2020). When peers agree, do students listen? The central role of feedback
quality and feedback frequency in determining uptake of feedback. Contemporary Educational
Psychology. https://doi.org/10.1016/j.cedpsych.2020.101897
Journals
Altun, M. (2017). The Effects of Teacher Commitment on Student Achievement: A Case
Study in Iraq. International Journal of Academic Research in Business and Social Sciences.
7(11), 417-426. https://ideas.repec.org/a/hur/ijarbs/v7y2017i11p417-426.html
Al-Zoubi, S., & Younes, M. (2015). Low academic achievement: Causes and results. Theory and
Practice in Language Studies, 5(11), 2262-2268. http://www.academypublication.com
/issues2/tpls/vol05/11/09.pdf
Bashir, M., Kabir, R., & Rahman, I. (2016). The value and effectiveness of feedback in
improving students’ learning and professionalizing teaching in higher education. Journal of
Education and Practice, 7(16). https://files.eric.ed.gov/fulltext/EJ1105282.pdf
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and Why do Teacher Credentials Matter
for Student Achievement? https://doi.org/10.3386/w12828
Harris, L. R., Brown, G., & Harnett, J. A. (2014). Understanding classroom feedback practices: A
study of New Zealand student experiences, perceptions, and emotional responses. Educational
Assessment, Evaluation and Accountability, 26(2), 107–133. https://doi.org/10.1007/s11092-013-
9187-5
Joan, R. (2013). Flexible learning as new learning design in classroom process to promote
quality education. i-manager’s Journal on School Educational Technology. 9(0), 1-
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Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary classrooms.
Journal of Second Language Writing, 17(3), 144–164.
https://doi.org/10.1016/j.jslw.2007.12.001
Lemma, B. (2023). Types and nature of oral feedback given by teachers on students’ speech.
Journal of Languages and Language Teaching, 11(3), 419.
https://doi.org/10.33394/jollt.v11i3.8269
Leung, A., Fine, P., Blizard, R., Tonni, I., & Louca, C. (2020). Teacher feedback and student
learning: A quantitative study. European Journal of Dental Education, 25(3), 600–606.
https://doi.org/10.1111/eje.12637
Lim, L., Dawson, S., Gašević, D., Joksimovíc, S., Pardo, A., Fudge, A., & Gentili, S. (2020).
Students’ perceptions of, and emotional responses to, personalised learning analytics-based
feedback: an exploratory study of four courses. Assessment & Evaluation in Higher Education,
46(3), 339–359. https://doi.org/10.1080/02602938.2020.1782831
Mayasari, I., Arafat, Y., & Setiawan, A. A. (2021). The effect of principal leadership and teacher
performance toward student achievement. Journal of Social Work and Science Education, 2(2),
188–197. https://doi.org/10.52690/jswse.v2i2.249
Mulliner, E., & Tucker, M. (2015). Feedback on feedback practice: perceptions of students and
academics. Assessment & Evaluation in Higher Education, 42(2), 266–288.
https://doi.org/10.1080/02602938.2015.1103365
Núñez, J. C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., & Valle, A. (2014). Teachers’
feedback on homework, Homework-Related Behaviors, and academic achievement. Journal of
Educational Research, 108(3), 204–216. https://doi.org/10.1080/00220671.2013.878298
Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ Feedback Practice and Students’
Academic Achievement: A Systematic Literature Review. International Journal of Learning,
Teaching and Educational Research, Vol. 20(No. 1), 308–322.
https://www.ijlter.org/index.php/ijlter/article/viewFile/3211/pdf#:~:text=Feedback%20highlights
%20students%27%20strengths%20guides,to%20improve%20their%20current%20weaknesses.
Silva, J. C., & Morgado, J. C. (2004). Support teachers’ beliefs about the academic achievement of
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Voerman, L., Meijer, P. C., Korthagen, F., & Simons, R. (2012). Types and frequencies of feedback
interventions in classroom interaction in secondary education. Teaching and Teacher
Education, 28(8), 1107–1115. https://doi.org/10.1016/j.tate.2012.06.006
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs
about managing students. Teaching and Teacher Education, 6(2), 137–148.
https://doi.org/10.1016/0742-051x(90)90031-y
Yang, L., Chiu, M., & Yan, Z. (2021). The power of teacher feedback in affecting student
learning and achievement: insights from students’ perspective. Taylor & Francis Online.
https://www.tandfonline.com/doi/full/10.1080/01443410.2021.1964855#
Webpages
Conway, C. (2023). What is feedback? | Feedback definition, types, examples.
https://cameronconaway.com/transcripts/what-is-feedback/
Kpolovie, P., Joe, A., Okoto, J. (2014). Academic Achievement Prediction: Role of Interest in
Learning and Attitude towards School. International Journal of Humanities Social Sciences and
Education (IJHSSE). 1(11), 73-100.
Leung, A., Blizzard, R., Tonni, I., Ilhan, D., & Louca, C. (2022). Teacher feedback and
student learning-The students’ perspective. Science Direct, 125(1). https://www.scien
cedirect.com/science/article/abs/pii/S0300571222002986?via%3Dihub
Markovic, I. (2023). Why giving instant feedback is important for effective learning. EduMe.
https://www.edume.com/blog/role-of-feedback-in-improving-
learning#:~:text=Giving%20feedback%20instantly%20as%20opposed,active%20rather%20than
%20passive%20experience.&text=As%20feedback%20is%20presented%20at,learning%20and%
20top%20of%20mind.
Merrimack College. (2021). The importance of teachers in our society. Merrimack College Online.
https://online.merrimack.edu/importance-of-teachers/
State Government of Victoria. (2019). Feedback and Reporting. Victoria State Government.
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/Pages/insight-
feedback.aspx
Stenger, M. (2014). 5 Research-based tips for providing students with meaningful feedback.
Edutopia. https://www.edutopia.org/blog/tips-providing-students-meaningful-feedbac
k-marianne-stenger
CONTENT
Quality of Sources Information is gathered Information is gathered Information is Information is
from multiple, research- from multiple sources gathered from a gathered from less
based, and scholarly with a few acquired from limited number of than reputable 15
sources (40 sources) internet websites reputable sources. sources.
(.com, .edu, .gov, .net) (15-30 sources only)
(40 sources)
Background/ Well-detailed conclusions Conclusions are There is very few No conclusions are
are reached from the somewhat reached from indications of made from the
Foundation evidence offered and has the evidence offered. conclusions from the evidence offered.
research gap/s identified. evidence offered.
Alignment Themes, main idea, and Themes, main idea, and Themes, main idea, Themes and synthesis
synthesis is aligned to the synthesis is somewhat and synthesis is not are not indicated.
scope and key variables of aligned to the scope and aligned to the scope
research problem. key variables of research and key variables of
problem. research problem.
PRESENTATION
Length Adheres to 6–8-page Exceed or does not meet Exceed or does not Exceed or does not
criteria. 6–8-page criteria by ½ meet 6–8-page meet 6-8-page criteria
page or less. criteria by ½ to 1 by more than 2 pages.
page.
Format Font, spacing, and APA Few errors on font, Numerous errors on Font, spacing, and
citation formatting spacing, and APA citation font, spacing, and APAP format highly
exceeds the expected formatting is evident. APA citation needs improvement.
criteria. formatting is evident.
Writing Mechanics There is very little to no There are few There are evidently Most parts of the
grammatical errors. grammatical lapses. numerous paper have
grammatical errors. grammatical lapses.
Reference Sheet Information and There are few errors in Almost all All information and
bibliographical entries are the citation format. information and bibliographical
cited properly in APA bibliographical entries cited do not
format. entries are not cited follow proper APA
properly. citation format.
PEER EVALUATION
SCORING: 10 = Superior 8 =Good 6=Average 4= Below Average 0=Not Observed
(Take note: The names should be listed in the same way as arranged in the header. Moreover, the average points must be out of
collaboration among members.
PEER EVALUATION
Narratives Specific contribution/s of the member for the written task Signature of the
research member
(Conforme)
(LAST NAME)
(LAST NAME)
(LAST NAME)
(LAST NAME)
(LAST NAME)
(LAST NAME)