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Conference Paper: The effects of summative and formative feedback on students’ vocabulary acquisition self-efficacy

TitleThe effects of summative and formative feedback on students’ vocabulary acquisition self-efficacy
Authors
Issue Date2005
PublisherSydney University Press.
Citation
The 40th Annual Conference of the Australian Psychological Society, Melbourne, Australia, 28 September-2 October 2005. In Australian Journal of Psychology, 2005, v. 57 n. S1, p. 192 How to Cite?
AbstractIn Bandura’s Self-efficacy theory, he identifies the four sources of self-efficacy as enactive mastery experience, vicarious experience, social persuasion, physiological and affective states. In the educational setting, teachers play a significant role in defining mastery experience and providing social persuasion. The current research compares the effects of summative and formative feedback on students’ vocabulary acquisition self-efficacy. A random sample of Grade 8 students (N=79) received training and tests on using prefixes. Every student then received either formative or summative feedback. The results showed that formative feedback was more beneficial to students’ self-efficacy than summative feedback. Implications for efforts to revise the assessment system are discussed.
DescriptionPoster Presentation
pp. 176-270 of this journal suppl. entitled: The Abstracts of the 40th Annual Conference of the Australian Psychological Society
Persistent Identifierhttp://hdl.handle.net/10722/110103
ISSN
2015 Impact Factor: 1.035
2015 SCImago Journal Rankings: 0.384

 

DC FieldValueLanguage
dc.contributor.authorChan, JCYen_HK
dc.contributor.authorLam, SFen_HK
dc.date.accessioned2010-09-26T01:51:18Z-
dc.date.available2010-09-26T01:51:18Z-
dc.date.issued2005en_HK
dc.identifier.citationThe 40th Annual Conference of the Australian Psychological Society, Melbourne, Australia, 28 September-2 October 2005. In Australian Journal of Psychology, 2005, v. 57 n. S1, p. 192-
dc.identifier.issn0004-9530-
dc.identifier.urihttp://hdl.handle.net/10722/110103-
dc.descriptionPoster Presentation-
dc.descriptionpp. 176-270 of this journal suppl. entitled: The Abstracts of the 40th Annual Conference of the Australian Psychological Society-
dc.description.abstractIn Bandura’s Self-efficacy theory, he identifies the four sources of self-efficacy as enactive mastery experience, vicarious experience, social persuasion, physiological and affective states. In the educational setting, teachers play a significant role in defining mastery experience and providing social persuasion. The current research compares the effects of summative and formative feedback on students’ vocabulary acquisition self-efficacy. A random sample of Grade 8 students (N=79) received training and tests on using prefixes. Every student then received either formative or summative feedback. The results showed that formative feedback was more beneficial to students’ self-efficacy than summative feedback. Implications for efforts to revise the assessment system are discussed.-
dc.languageengen_HK
dc.publisherSydney University Press.-
dc.relation.ispartofAustralian Journal of Psychologyen_HK
dc.titleThe effects of summative and formative feedback on students’ vocabulary acquisition self-efficacyen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailLam, SF: lamsf@hkusub.hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.identifier.doi10.1080/00049530600940010-
dc.identifier.hkuros102136en_HK
dc.identifier.volume57-
dc.identifier.issueS1-
dc.identifier.spage192-
dc.identifier.epage192-
dc.publisher.placeAustralia-

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