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Exploring self-regulated learning through differentiated feedback

Cogent Education, 2023-12, Vol.10 (1)

2023

Volltextzugriff (PDF)

Designing Quality Authentic Assessments

Tay, Hui Yong

1st, 2018

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Longitudinal study on impact of iPad use on teaching and learning

Cogent education, 2016-01, Vol.3 (1), p.1127308

2016

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Investigating engagement in a blended learning course

Cogent education, 2016-01, Vol.3 (1), p.1135772

2016

Volltextzugriff (PDF)

Unpacking Students' Engagement with Feedback: Pedagogy and Partnership in Practice

1st edition., 2024

Volltextzugriff (PDF)

Setting formative assessments in real-world contexts to facilitate self-regulated learning

Educational research for policy and practice, 2015-06, Vol.14 (2), p.169-187

Tay, Hui Yong

2015

Volltextzugriff (PDF)

Value, practice and proficiency: Teachers' complex relationship with assessment for learning

Teaching and teacher education, 2019-04, Vol.80, p.39-47

2019

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Students’ engagement across a typology of teacher feedback practices

Educational research for policy and practice, 2022-10, Vol.21 (3), p.427-445

2022

Volltextzugriff (PDF)

Supporting Self-Directed Learning and Self-Assessment Using TeacherGAIA, a Generative AI Chatbot Application: Learning Approaches and Prompt Engineering

Learning (Abingdon (England)), 2023, Vol.9 (2), p.135-147

2023

Volltextzugriff (PDF)

AI feedback: Moving beyond the hype to integrating it into a coherent feedback pedagogy

Routledge Open Research, 2024, Vol.3, p.26

Tay, Hui Yong

2024

Volltextzugriff (PDF)

Educating for the 21st century: Perspectives, policies and practices from around the world

1, 2017

Volltextzugriff (PDF)

School Leadership and Educational Change in Singapore

1st ed. 2019., 2019

Volltextzugriff (PDF)

Curriculum Leadership by Middle Leaders: Theory, design and practice

1, 2016

Volltextzugriff (PDF)

From Discrete Feedback Practices to A Coherent Feedback Pedagogy

Unpacking Students' Engagement with Feedback, 2024, Vol.1, p.59-84

1, 2024

Volltextzugriff (PDF)

Enhancing Student Self-Assessment Using Technology

Student Self-Assessment, 2023, Vol.1, p.71-81

1, 2023

Volltextzugriff (PDF)

Part II Theory into practice

Designing Quality Authentic Assessments, 2018

Hui Yong, Tay

2018

Volltextzugriff (PDF)

Authentic assessments in sciences

Designing Quality Authentic Assessments, 2018, Vol.1, p.161-182

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

Authentic assessments in languages

Designing Quality Authentic Assessments, 2018, Vol.1, p.128-143

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

What is "authenticity" in authentic assessment?

Designing Quality Authentic Assessments, 2018, Vol.1, p.7-23

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

Why bother with "authenticity" in assessments?

Designing Quality Authentic Assessments, 2018, Vol.1, p.24-35

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

How do you design quality authentic assessments?

Designing Quality Authentic Assessments, 2018, Vol.1, p.36-51

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

Introduction

Designing Quality Authentic Assessments, 2018

Hui Yong, Tay

2018

Volltextzugriff (PDF)

What is "authenticity" in AA?

Designing Quality Authentic Assessments, 2018

Tay, Hui Yong

2018

Volltextzugriff (PDF)

Authentic assessments in character and citizenship

Designing Quality Authentic Assessments, 2018, Vol.1, p.183-198

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

What is the place of authentic assessment in 21st century competencies?

Designing Quality Authentic Assessments, 2018, Vol.1, p.91-113

Tay, Hui Yong

1, 2018

Volltextzugriff (PDF)

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Exploring self-regulated learning through differentiated feedback

Designing Quality Authentic Assessments

Longitudinal study on impact of iPad use on teaching and learning

Investigating engagement in a blended learning course

Unpacking Students' Engagement with Feedback: Pedagogy and Partnership in Practice

Setting formative assessments in real-world contexts to facilitate self-regulated learning

Value, practice and proficiency: Teachers' complex relationship with assessment for learning

Students’ engagement across a typology of teacher feedback practices

Supporting Self-Directed Learning and Self-Assessment Using TeacherGAIA, a Generative AI Chatbot Application: Learning Approaches and Prompt Engineering

AI feedback: Moving beyond the hype to integrating it into a coherent feedback pedagogy

Educating for the 21st century: Perspectives, policies and practices from around the world

School Leadership and Educational Change in Singapore

Curriculum Leadership by Middle Leaders: Theory, design and practice

From Discrete Feedback Practices to A Coherent Feedback Pedagogy

Enhancing Student Self-Assessment Using Technology

Part II Theory into practice

Authentic assessments in sciences

Authentic assessments in languages

What is "authenticity" in authentic assessment?

Why bother with "authenticity" in assessments?

How do you design quality authentic assessments?

Introduction

What is "authenticity" in AA?

Authentic assessments in character and citizenship

What is the place of authentic assessment in 21st century competencies?

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