Pagsaway

Ang pagpasaway o pagsaway (ginatawag kanunay og kritisismo) mao'y pagtukod sa usa ka paghukom bahin sa positibo ug negatibo nga mga kalidad sa usa ka tawo o usa ka butang.^[1] Ang pagsaway mahimong maggikan sa dili maayong mga komento hangtod sa usa ka sinulat nga detalyadong tubag. Ang pagsaway nahulog sa daghang nagsapaw-sapaw nga mga mátang lakip ang "teyoretikal, mabuhaton, impresyonista, apekto, preskriptibo, o mabatbaton".^[2]

Ang pagsaway mahimo usab nga nagatumbok sa pagpahayag sa dili pag-uyon.^[1] Kon ang pagsaway niini nga kinaiyahan makaayo kini makahimo'g usa ka indibidwal nga makahibalo sa mga kal-ang sa ilahang pagsabot ug makahatag kini og lahi nga mga agianan alang sa kauswagan.^[3]^[4]^[5] Gisuportahan sa panukiduki ang pagpagamit sa ikasulti (o feedback) ug ang makaayo nga pagsaway sa proseso sa pagkat-on dako kaayo'g impluwensyahan.^[6]^[7]^[8]

Tan-awa usab

Mga pakisayran

↑ ^1.0 ^1.1 "Critcism". Cambridge Dictionary.
↑ "Critcism". Oxford Dictionary.
↑ Fong, Carlton J.; Warner, Jayce R.; Williams, Kyle M.; Schallert, Diane L.; Chen, Ling-Hui; Williamson, Zachary H.; Lin, Shengjie (Hulyo 2016). "Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback". Learning and Individual Differences. 49: 393–399. doi:10.1016/j.lindif.2016.05.019. ISSN 1041-6080.
↑ Winstone, Naomi E.; Nash, Robert A.; Parker, Michael; Rowntree, James (2017-01-02). "Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes". Educational Psychologist (in English). 52 (1): 17–37. doi:10.1080/00461520.2016.1207538. ISSN 0046-1520.
↑ Shute, Valerie J. (2008-03-01). "Focus on Formative Feedback". Review of Educational Research (in English). 78: 153–189. doi:10.3102/0034654307313795. hdl:20.500.12749/2996. S2CID 145188268.
↑ Kluger, Avraham N.; DeNisi, Angelo (March 1996). "The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory". Psychological Bulletin. 119 (2): 254–284. doi:10.1037/0033-2909.119.2.254. ISSN 1939-1455.
↑ The Power of Feedback. 2014-06-27. doi:10.4324/9781315813875. ISBN 9781315813875.
↑ Brown, Gavin T.L.; Harris, Lois R.; Harnett, Jennifer (October 2012). "Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being". Teaching and Teacher Education. 28 (7): 968–978. doi:10.1016/j.tate.2012.05.003. ISSN 0742-051X.

[Cambridge-1] 1.0 ^1.1 "Critcism". Cambridge Dictionary.

[Oxford-2] "Critcism". Oxford Dictionary.

[3] Fong, Carlton J.; Warner, Jayce R.; Williams, Kyle M.; Schallert, Diane L.; Chen, Ling-Hui; Williamson, Zachary H.; Lin, Shengjie (Hulyo 2016). "Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback". Learning and Individual Differences. 49: 393–399. doi:10.1016/j.lindif.2016.05.019. ISSN 1041-6080.

[4] Winstone, Naomi E.; Nash, Robert A.; Parker, Michael; Rowntree, James (2017-01-02). "Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes". Educational Psychologist (in English). 52 (1): 17–37. doi:10.1080/00461520.2016.1207538. ISSN 0046-1520.

[5] Shute, Valerie J. (2008-03-01). "Focus on Formative Feedback". Review of Educational Research (in English). 78: 153–189. doi:10.3102/0034654307313795. hdl:20.500.12749/2996. S2CID 145188268.

[6] Kluger, Avraham N.; DeNisi, Angelo (March 1996). "The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory". Psychological Bulletin. 119 (2): 254–284. doi:10.1037/0033-2909.119.2.254. ISSN 1939-1455.

[7] The Power of Feedback. 2014-06-27. doi:10.4324/9781315813875. ISBN 9781315813875.

[8] Brown, Gavin T.L.; Harris, Lois R.; Harnett, Jennifer (October 2012). "Teacher beliefs about feedback within an assessment for learning environment: Endorsement of improved learning over student well-being". Teaching and Teacher Education. 28 (7): 968–978. doi:10.1016/j.tate.2012.05.003. ISSN 0742-051X.

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