The Effect of Formative Assessment Source on Developing Mastery Motivation among Instructional Technology Students
| المصدر: | مجلة البحوث في مجالات التربية النوعية |
|---|---|
| الناشر: | جامعة المنيا - كلية التربية النوعية |
| المؤلف الرئيسي: | Abdel-Ghani, Noura Adel Khalifa (Author) |
| مؤلفين آخرين: | Amin, Zeinab Mohamed (Co-Author) , Muhammad, Iman Zaki Musa (Co-Author) |
| المجلد/العدد: | ع34 |
| محكمة: | نعم |
| الدولة: |
مصر |
| التاريخ الميلادي: |
2021
|
| الشهر: | مايو |
| الصفحات: | 77 - 110 |
| DOI: |
10.21608/JEDU.2021.60010.1227 |
| ISSN: |
1687-3424 |
| رقم MD: | 1116406 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
The Source for Formative Assessment | Mastery Motivation
|
| رابط المحتوى: |
عدد مرات التحميل
15
| المستخلص: |
The aim of the current research is to reveal the effect of the formative assessment source on developing mastery motivation among instructional technology students during their studies of instructional content "Instructional Animation Film Production Skills'', the research tool represented in mastery motivation scale, while the experimental treatment subject in an e-learning environment represented two images, one of which is based on the source of the teacher formative assessment, while the other is based on the source of the peer formative assessment, the results showed the effectiveness of the teacher formative assessment source in raising the level of mastery motivation over the peer formative assessment source, among Research recommendations: Preparing instructional situations by employing corrective activities accompanying the appropriate feedback that help increase the motivation of mastery among students, The necessity to draw attention to the importance of mastery motivation and to consolidate the principle of learning for mastery, Take advantage of the proposed e-learning content topics to be primarily based upon other instructional programs for the development of other skills. |
|---|---|
| ISSN: |
1687-3424 |
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