Reference List

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REFERENCES:

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
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Carless, D. (2015). Excellence in University Assessment. Routledge. https://www.routled


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Articles
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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
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Glen, T., Heath, N. L., Karagiannakis, A., & Hoida, D. (2004). Feedback practices in a sample of
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Hancock, G. R., & Mueller, R. O. (2010). The Reviewer’s Guide to Quantitative Methods in the Social
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Hargreaves, E. (2012). Teacher’s classroom feedback: still trying to get it right. Pedagogies:
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Hattie, J. (2017). Backup of Hattie’s Ranking list of 256 influences and effect sizes related to
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Kapur, R. (2019). Roles and responsibilities of the educators. ResearchGate.


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Olave-Encina, K., Moni, K., & Renshaw, P. (2020). Exploring the emotions of international
students about their feedback experiences. Higher Education Research and Development.
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Pitt, E., & Norton, L. (2016). ‘Now that’s the feedback I want!’ Students’ reactions to feedback on
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Ruiz‐Primo, M. A., & Li, M. (2013). Analyzing teachers’ feedback practices in response to
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Ryan, T., & Henderson, M. (2017). Feeling feedback: students’ emotional responses to educator
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Sadler, R. (1998). Formative assessment: Revisiting the territory. Taylor & Francis Online.
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Shields, S. (2015). ‘My work is bleeding’: exploring students’ emotional responses to first-year
assignment feedback. Teaching in Higher Education.
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Wisniewski, B., Zierer, K., & Hattie, J. (2020). The power of feedback revisited: A meta-analysis
of educational feedback research. Frontiers in Psychology.
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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
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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
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Azman, H. (2021). Teachers’ feedback practice and students’ academic achievement: A


systematic literature review. International Journal of Learning, Teaching and Educational
Research, 20(1)308-322. https://www.ijlter.org/index.php/ijlter/article/vie
wFile/3211/pdf#:~:text=Feedback%20highlights%20students'%20strengths%20guides,to%20im
prove%20their%20current%20weaknesses.

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
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Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007). How and Why do Teacher Credentials Matter
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9187-5

Johnson, D. (2017). The role of teachers in motivating students to learn.


https://eric.ed.gov/?id=EJ1230415

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.
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Lemma, B. (2023). Types and nature of oral feedback given by teachers on students’ speech.
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Leung, A., Fine, P., Blizard, R., Tonni, I., & Louca, C. (2020). Teacher feedback and student
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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,
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Mayasari, I., Arafat, Y., & Setiawan, A. A. (2021). The effect of principal leadership and teacher
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Selvaraj, A. M., Azman, H., & Wahi, W. (2021). Teachers’ Feedback Practice and Students’
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%20students%27%20strengths%20guides,to%20improve%20their%20current%20weaknesses.

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Webpages
Conway, C. (2023). What is feedback? | Feedback definition, types, examples.
https://cameronconaway.com/transcripts/what-is-feedback/

Corrine. (2023). Why Teachers are SO Important! The Nest Schools.


https://thenestschool.com/blog/why-teachers-are-so-important/

Federation University Australia. (2023). Types of feedback. Federation University.


https://federation.edu.au/staff/learning-and-teaching/teaching-practice/feedback/types-of-
feedback
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_KALINGA_PHILIPPINES_A_BENCH_MARK_FOR_QUALITY_EDUCATION?fbclid=
IwAR1TLwcLJU11Hb2te4UvilsbTEOY3YQCngb-azJ8YsPRYJR5QHSGQNzfDYA

Holl, R. (2023). The importance of feedback. Learning A-Z. https://www.learninga-z.com/site/res


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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
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Markovic, I. (2023). Why giving instant feedback is important for effective learning. EduMe.
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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)

Theme Well organized, Organized Weakly organized No organization,


demonstrates logical with no logical sequencing, or
sequencing and has sequencing or structure followed.
structure; has built structure; techniques
effective argument and demonstrates illogical and approaches in
follows the techniques sequencing or structure; presenting literature
and approaches in less effective argument and studies is slightly
presenting information made for the study. followed but no
from the sources. argument at all.

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

Attributes (LAST (LAST (LAST (LAST (LAST (LAST


NAME) NAME) NAME) NAME) NAME) NAME)
The research member attends group meetings regularly.

The research member is seen constant initiative.

The research member contributes meaningful discussions.

The research member completes group assignments on


time.
The research member prepares quality work.

TOTAL POINTS ____/50 ____/50 ____/50 ____/50 ____/50 ____/50

Signature of the research member (Conforme)

(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)

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