Positive effect of increasing feedback for student self-adjustment of learning habits

In this article we present a scheme in which the organization of the lecture activities (teaching, evaluation, assessment, etc) are organized according to a timeline that respects the overall aim of increasing the amount of feedback a given student receives. Although it may be widely recognized that on-going evaluation constitutes a positive framework that can enhance student performance, this study demonstrates that if all the activities are designed as a whole, the self-feedback of the student is increased and the overall performance improved.
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Positive effect of increasing feedback for student self-adjustment of learning habits