Where Student Teachers Struggle: Scoring Accuracy and Feedback Quality as a Function of Text Level, Rubric Criteria, and Teacher Traits

Hyeyoun Kim

Open source

DOI: 10.3390/bs16101927
Published: 2026-10-17
Container: Behavioral Sciences
Publisher: MDPI AG
Open access: unknown

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Cite this work

BibTeX

@article{allodium:10.3390/bs16101927,
  title = {Where Student Teachers Struggle: Scoring Accuracy and Feedback Quality as a Function of Text Level, Rubric Criteria, and Teacher Traits},
  author = {Hyeyoun Kim},
  year = {2026},
  journal = {Behavioral Sciences},
  doi = {10.3390/bs16101927},
  url = {https://doi.org/10.3390/bs16101927}
}

RIS

TY  - JOUR
TI  - Where Student Teachers Struggle: Scoring Accuracy and Feedback Quality as a Function of Text Level, Rubric Criteria, and Teacher Traits
AU  - Hyeyoun Kim
PY  - 2026
JO  - Behavioral Sciences
DO  - 10.3390/bs16101927
UR  - https://doi.org/10.3390/bs16101927
ER  -

APA

Kim, H. (2026). Where Student Teachers Struggle: Scoring Accuracy and Feedback Quality as a Function of Text Level, Rubric Criteria, and Teacher Traits. Behavioral Sciences. https://doi.org/10.3390/bs16101927

Source records

crossref · retrieved 2026-11-10T12:28:09.590Z