FORMATIVE EVALUATION EFFECTS ON LEARNING MUSIC

被引：3
|
作者：
BOULET, MM
SIMARD, G
DEMELO, D
机构：
[1] Université Laval, QC
来源：
JOURNAL OF EDUCATIONAL RESEARCH | 1990年 / 84卷 / 02期
关键词：
D O I：
10.1080/00220671.1990.10886002
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The purpose of this study was to determine the effects of individualized written feedback, oral group feedback, and no feedback on learning music. Eighty secondary-level students participated in this study. The results indicate that oral group information feedback promotes significantly more learning than does individualized written feedback or no feedback. © 1990 Taylor & Francis Group, LLC.
引用
收藏
页码：119 / 125
页数：7
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