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New Thinking About Feedback

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New Thinking About Feedback

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Current thinking about the role of feedback in learning is changing. Several important articles that we've highlighted in previous issues have proposed less focus on teacher-provided feedback and more consideration of the role that can be played by peer- and self-assessment activities. As noted in this literature and confirmed by what teachers are seeing in their classrooms, many students are not using teacher-provided feedback to improve their work.

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