La retroalimentación dialógica como proceso constitutivo de la práctica docente

Graciela Cordero Arroyo

doi:10.24320/redie.2022.24.e5r.5773

La retroalimentación dialógica como proceso constitutivo de la práctica docente

Authors

Graciela Cordero Arroyo Universidad Autónoma de Baja California, México https://orcid.org/0000-0001-8567-1732

DOI:

https://doi.org/10.24320/redie.2022.24.e5r.5773

Downloads

Download data is not yet available.

References

Boud, D. y Molloy, E. (2013. Rethinking models of feedback for learning: The challenge of design. Assessment & Evaluation in Higher Education, 38(6), 698-712.

Hattie, J. y Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298

Nicol , D. y Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of goodfeedback practice. Studies in Higher Education, 31(2), 199-218.