Formative assessment in mathematics: Mediated by feedback’s perceived usefulness and students’ self-efficacy
Resource type
Journal Article
Status
Published
Recommended form of citation (APA)
Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback’s perceived usefulness and students’ self-efficacy. Learning and Instruction, 60, 154-165. https://doi.org/10.1016/j.learninstruc.2018.01.004
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PHSG Organisation name
Project(s)
License Condition
CC BY 4.0 (International)
Proforis OA-status
Hybrid OA
OA-Acknowledgement
This OA publication was made possible by the Open Access Publication Fund of the St.Gallen University of Teacher Education (PHSG).
Topic PHSG
Pädagogische Psychologie
Fields of Science and Technology (OECD)
Education, general (including training, pedagogy, didactics)
Psychology (including human - machine relations)
PHSG Organisation name
PHSG division (old structure)
PHSG - Institut Kompetenzdiagnostik
Project(s)
Version
Published Version
Access Rights
Open Access
License Condition
CC BY 4.0 (International)
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Author(s)