Talk:Motivation and emotion/Book/2014/Feedback for learning motivation

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[edit source]

Hi Sally

I have read your chapter, I've looked at what you have written so far and here is some feedback;

  1. What kinds of feedback are you talking about?
  2. Who is giving feedback?
  3. What message do you want to give to a person? How to give negative feedback?
  4. What message are you giving and what impact of the feedback given to that person?

- U110130

Heading formatting

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I suggest using standard heading formatting without the addition of bold and italics (i.e., '''). This will keep the heading formatting consistent with other Wikiversity and Wikipedia pages. Sincerely, James -- Jtneill - Talk - c 11:41, 17 October 2014 (UTC)Reply


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Well done, looks good. -- Jtneill - Talk - c 01:12, 19 October 2014 (UTC)Reply

Hey Sally Just wondering if this journal might help: Reeve, J. (2013). How students create motivationally supportive learning environments for

      themselves: The concept of agentic engagement.  Journal of Educational Psychology, 105,

- I110130

APA style captions for images and tables

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I recommend using APA style captions i.e., Figure 1, Figure 2 etc. for all images, graphs etc. and Table 1, Table 2 etc. for all tables. The caption text should not be in italics. For more detail and examples, see -- Jtneill - Talk - c 10:19, 23 October 2014 (UTC)Reply

Multimedia feedback

The accompanying multimedia presentation has been marked according to the marking criteria. Marks are available via the unit's Moodle site. Written feedback is provided below, plus there is a general feedback page. Responses to this feedback can be made by starting a new section below. If you would like further clarification about the marking or feedback, contact the unit convener. If you wish to dispute the marks, see the suggested marking dispute process.


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  1. Overall, a solid presentation that gives a good overview of theory and research around feedback and motivation, well done
  1. This presentation had good inclusion of both theory and research. For improvement, perhaps consider including applications for self improvement.
  1. The presentation had good use of slides and images. For improvement, consider using case examples for clarity. The pacing could use slower speaking pace and longer pauses between slides.
  1. the picture and sound quality was adequate, and the presentation made good use of basic tools.

Courtney.Bruce (discusscontribs) 03:56, 23 November 2014 (UTC)Reply

Chapter review and feedback

This chapter has been reviewed according to the marking criteria. Written feedback is provided below, plus there is a general feedback page. Please also check the chapter's page history to check for editing changes made whilst reviewing through the chapter. Responses to this feedback can be made by starting a new section below and/or contacting the reviewer. Chapter marks will be available later via Moodle, along with social contribution marks and feedback. Keep an eye on Announcements.


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  1. Overall, this is a solid chapter. For more feedback, see my copyedits and comments below.
  1. Theory is reasonably well covered.
  2. The Reeve (2009) textbook is overly-cited. Access and cite primary peer-reviewed sources.
  3. The content about motivation is rather broad; ideally, it should be more focused on feedback.
  1. Research is reasonably covered, although more detailed reviews would be helpful.
  2. When describing important research findings, indicate the size of effects in addition to whether or not there was an effect or relationship.
  1. Written expression was adequate, but the chapter would benefit from some revision.
    1. The Overview could be abbreviated
    2. Some of the bullet-points should be converted into full paragraph format.
    3. Some paragraphs were overly long. Each paragraph should communicate one key idea in three to five sentences.
  2. Learning features
    1. Some links to Wikipedia and/or Wikiversity articles were added as external links - these should be changed to interwiki links
  3. Spelling, grammar and proofreading
    1. Check out when to use i.e., and e.g.
    2. Search for double-spaces and convert to single-spaces
    3. The grammar for some sentences could be improved - see the [grammar?] tags
    4. Check consistency e.g. process-oriented vs. process oriented
    5. Check use of ownership apostrophes e.g., student's vs students vs students'
  4. Layout
    1. Images should have captions.
    2. Convert lists to wiki-style bullet-points
  5. APA style
    1. Check APA style for direct quotes
    2. Use ampersand (&) inside brackets and "and" outside brackets.
    3. Check APA style for et al.
    4. Numbers under 10 should be written in words (e.g., five); numbers 10 and over should be written in numbers (e.g., 10).

-- Jtneill - Talk - c 00:40, 25 November 2014 (UTC)Reply