摘要：AbstractThe study explored the differences among students’ academic performances in two distinct conditions: receiving and not receiving personalized feedback in academic tasks that they had to fulfil. Participants in the study were 273 undergraduate psychology students (2nd year), aged 20 to 42 years (M = 21.40, SD = 2.66), 35 males and 238 females, at the Faculty of Psychology in Bucharest, Romania. The results advocate for more formative assessment, including feedback, in teaching and learning psychology in higher education.
关键词：feedback in teaching and learning psychology;personalized external feedback;self-generated feedback
