Jenny Samuelsson, Jakob Åsberg Johnels, Emil Holmer, Lisa Palmqvist, Mikael Heimann, Monica Reichenberg, Mats Lundälv, Gunilla Thunberg
To have a plan': teachers' perceptions of working with a literacy instruction combining phonics and comprehension applications for students with intellectual disability and communication difficulties
Disability and rehabilitation. Assistive technology
although students subjected formative exams throughout problem based learning units feedback given appropriately timely students want know use reasoning behind judgments always complain assessment criteria need explained aim project implement twoway feedback delivery twfd faculty students opportunity discuss reflections learning examination processes anatomy formative assessment introduced 100 students followed implementation twfd faculty members provided students structured timely feedback performance also students reflected whole learning process including real examination experience reaction measured using quantitative qualitative instruments questionnaire focus group discussion semistructured interviews ninety students 90 participated questionnaire high satisfaction toward implementation twfd ninetyfour percent n85 admitted time session appropriate ninety percent n81 students demonstrated twfd helped identify strengths weaknesses eightyfive percent n77 students admitted twfd promotes active reflection effectiveness teaching students teachers comments focus group discussions interviews supported results twfd seems good approach implement effective timely feedback process faculty students students faculty recommended implementation session different courses units