Feedback Messages Research Articles

Design and Analysis of CQI Feedback Reduction Mechanism for Adaptive Multicast IPTV in Wireless Cellular Networks

To guarantee that all mobile users in a cell can watch video with acceptable quality, conventional multicast IPTV services use the most robust modulation and coding scheme (MCS) for video transmission, resulting in worse spectral efficiency. To enhance the spectral efficiency, the adaptive multicast IPTV using the adaptive MCS based on signal-to-noise ratios (SNRs) or channel quality indicators (CQIs) was proposed in the literature. However, the CQI feedback messages induced by the adaptive multicast IPTV incur additional signaling overhead. Thus, a novel CQI feedback scheme was proposed in this paper to effectively decrease the amount of CQI feedback messages while preserving the system performance. Additionally, the CQI feedback rates of various CQI feedback schemes were theoretically analyzed based on the multi-dimensional Markovian model. Numerical results show that the proposed CQI feedback mechanism significantly reduces the CQI feedback rate without sacrificing the system performance and outperforms other existing CQI feedback schemes. Moreover, the analytical results almost coincide with simulation results, demonstrating that the theoretic analyses are accurate.

Eye tracking analysis of EAP Students' regions of interest in computer-based feedback on grammar, usage, mechanics, style and organization and development

Much research has been carried out on the effect of feedback on written work, although, as an individual, private, process, how a student actually engages with feedback messages is hard to investigate. Eye-tracking technology can provide useful access to that process, and is used in the current study to examine how students on a 6 week English language and study skills programme at a UK University engage with feedback provided by an Automated Writing Evaluation program. As part of their writing class they spent 2 h each week in a computer laboratory submitting essay drafts to Criterion, receiving automated feedback, and submitting second drafts. Eye-tracking was used with four students to examine which errors they focused on, what feedback comments they appeared to read, in which order and for how long, and explanations for the patterns observed were sought using stimulated recall together with a questionnaire. The results suggest that regardless of the number of errors made in each language area, there was a marked tendency to focus on comments on grammar, and on organization and development rather than usage, mechanics and style. This focus appeared to be influenced by past educational experience, motivation and writing purpose.

How do students process complex formative feedback in question-answering tasks? A think-aloud study

The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks. Skilled and less-skilled comprehenders in grade 8 read texts and answered comprehension questions. Prior to responding, students were asked to select the textual information relevant to answer each question. Students received formative feedback that included information about the answer correctness and an elaborative message, either automatically delivered or optionally accessed. Students’ actions, as well as verbal protocols during feedback processing, were recorded. The results showed that: (a) students paid more attention to the answer correctness than to elaborative feedback messages; (b) students paid more attention to feedback information after failure than after success; (c) students actively monitored the accuracy of their responses; and (d) differences between skilled and less-skilled comprehenders in processing feedback were very limited. Theoretical and practical implications of these results are discussed.

The Development of VegEze: Smartphone App to Increase Vegetable Consumption in Australian Adults.

BackgroundPoor-quality dietary patterns are often characterized by inadequate consumption of fruits and vegetables. Changing dietary behavior is difficult, and although it is often clear what needs to change, how to enact change is more difficult. Smartphones have characteristics that may support the complexity of changing dietary behavior.ObjectiveThis paper describes the iterative process of developing a theory-based smartphone app called VegEze that aimed to increase vegetable consumption.MethodsTo upscale, reach target users, and create a user-friendly end product, a collaborative research-industry partnership was formed to build the app over a 20-week period. The Integrate, Design, Assess, and Share framework was used as a scientific basis to guide the development. The behavior change wheel was also used as a theoretical grounding in combination with other theory-based strategies, such as self-monitoring, social comparison, and gamification—which have all been shown to be successful in dietary change or digital health interventions. We conducted 1 consumer survey (N=1068), 1 usability testing session (N=11), and a pilot effectiveness and usability trial (N=283) to inform the design of the app.ResultsThe target behavior for the app was defined as having 3 different types of vegetables at dinner. The perceived achievability of this target behavior was high; 93% of respondents (993/1068 users) felt they were likely or very likely to be able to regularly achieve the behavior. App features that users wanted included the following: recipes and meal ideas (876/1068, 82% of users), functionality to track their intake (662/1068, 62%), and information on how to prepare vegetables (545/1068, 51%). On the basis of importance of self-monitoring as a behavior change technique (BCT) and its rating by users, the vegetable tracker was a core feature of the app and was designed to be quick and simple to use. Daily feedback messages for logging intake and communicating progress were designed to be engaging and fun, using friendly, positive language and emoji icons. Daily and weekly feedback on vegetable consumption was designed to be simple, informative, and reinforce monitoring. A creative team was engaged to assist in the branding of the app to ensure it had an identity that reflected the fun and simple nature of the underlying behavior. The app included 16 BCTs, most of which were from the goals and planning subsection of the BCT taxonomy.ConclusionsCombining a theoretical framework with an industry perspective and input resulted in an app that was developed in a timely manner while retaining its evidence-base. VegEze is an iOS app currently available in the App Store, and the overall impact of the VegEze app will be evaluated in an uncontrolled, quantitative study.Trial RegistrationAustralian New Zealand Clinical Trials Registry ACTRN12618000481279; http://www.anzctr.org.au/TrialSearch.aspx?searchTxt=ACTRN12618000481279 (Archived by WebCite: at http://www.webcitation.org/769oG9EaA)

The effects of peer judgements on teamwork and self-assessment ability in collaborative group work

A crucial determinant of the success or failure of collaborative group work is the effect of peer feedback interventions on learning. Research exploring such effects on developing soft skills is sparse. This study seeks to address whether peer feedback leads to enhanced teamwork behaviour and self-assessment ability, two skills highly sought after by employers. Specifically, this study examines the direct effect of formative performance rating and the mediating effect of praise and criticism in peer feedback messages on achievement in teamwork and self-assessment skills. The sample consists of quantitative and qualitative data from 98 students enrolled in business programmes using a particular form of collaborative group work. The paper finds a direct positive relationship between formative performance rating and summative self-assessment ability. It also finds that praise negatively mediates the relationship between formative performance rating and summative teamwork. Further analyses suggest that a significant proportion of comments provided is past rather than future-oriented. Potential strategies to overcome the limitations of current practices are discussed.

USING SENSITIVITY FUNCTION FOR CONGESTION CONTROL IN TELECOMMUNICATION NETWORK

The scheme of control of congestion with the use of feedback on the sign of the sensitivity function of productivity of the telecommunication network is considered. The performance sensitivity sign (target function) provides the optimal direction for adjusting the speed of the data source. The most common scheme for controlling binary feedback feedback messages about possible network congestion is to detect and set the congestion bit based on the length of the incoming packet queue. The main advantage of a queue-based scheme is its low complexity: the length of the queue can be controlled by a single counter. However, this method can create large queues in network nodes. Detecting the created mash should be delayed for some time to create the queue. Similarly, the detection of a congestion solution is also delayed by the time required to process the queue. To determine the sensitivity function of the network performance, it is proposed to use a simple neural network model of the dynamic system. The developed optimal control algorithm provides the formation of a control signal in such a way that the output of the system is as close as possible to the pre-established characteristics of the network. The model for the backtroque prediction of the queue state is proposed. The results of the simulation of the performance of the proposed scheme show that the scheme based on sensitivity has better performance compared with the usual scheme of choosing the threshold. A sensitivity-based circuit gives smaller variations in queue size and source speeds. Moreover, fluctuations are not significantly different, even if there are large changes in the service speeds of bottlenecks in the telecommunication network or its fragments.

The informational value of feedback choices for performance and revision in a digital assessment game

Purpose This study aims to examine the impact of the informational value of feedback choices (confirmatory versus critical feedback) on students’ performance, their choice to revise and the time they spend designing posters and reading feedback in a computer-based assessment game, Posterlet. Design/methodology/approach An empirical correlational study was conducted to collect the choices to seek confirmatory or critical feedback and to revise posters in a poster design task from 106 grade 8 students from a middle school in California via Posterlet. Findings The results of the study show that critical uninformative feedback is associated with students’ performance, and critical informative feedback is associated with their learning strategies (i.e. feedback dwell time and willingness to revise), while confirmatory informative feedback is negatively associated with both performance and learning strategies. Research limitations/implications The study controlled the choice students were given regarding the valence of their feedback but not regarding the informational value of their feedback. Additionally, the study was conducted with middle-school students, and more research is needed to ascertain whether the results generalize to other populations. Practical implications The findings can be used to balance the design of the informational content of feedback messages to support student performance in an open-ended, creative design task. This study may also inform the design and implementation of agents (e.g. virtual characters) able to provide user-adaptive feedback for online interactive learning environments. Originality/value This study constitutes the first research to examine the informational value of feedback that is chosen rather than received, the latter being the prevalent model of delivering feedback in education.

Selection Cooperation Using Packet Aggregation With Equal Rate Feedback in Industrial Wireless Sensor Networks

Relaying with packet aggregation has been recognized as an effective strategy to improve both reliability and energy efficiency for industrial wireless sensor networks. However, existing analyses have been largely based on the assumption of reliable feedback, which are not suitable for many practical networks, where feedback messages are transmitted with equal rate as data messages. This letter proposes a selection cooperation protocol using packet aggregation with equal rate feedback. Four aggregation schemes are presented for centralized and distributed scenarios, and a diffusion method is investigated to further increase potential relay number. Simulation results demonstrate the performance of the proposed aggregation schemes.

Il peer feedback in un corso universitario blended: costruzione di uno schema di codifica

Peer feedback is understood in scholarly literature as an interactive and sequential process that can support learning. The aim of the present study was to construct a coding scheme to analyze peer feedback in a blended university course. Participants comprised eleven students (9F and 2M) and the course lecturer at the University of Neuchâtel (CH). In each of the forums provided in the Moodle environment, the students worked in groups to complete the project elements in successive phases, receiving feedback from the other students and the lecturer for each element. The categories of the coding scheme (Positive Aspects, Negative Aspects, Questions, Improvements, Others) were applied by two independent judges on 41 segments identified in 19 feedback messages provided by students in the forums. Results showed that the coding scheme has a high degree of reliability in the identification of the analysis unit in each message (Index of agreement equal to .97), and in the application of the categories to the content of the unit of analysis (Index of agreement equal to 90%, with Cohen’s K = .87). The possible uses of the tool are discussed.

Biomarker feedback intervention for smoking cessation among Alaska Native pregnant women: Randomized pilot study

ObjectiveThere is some evidence for biomarker feedback when combined with cessation counseling for reducing smoking in pregnancy. This randomized controlled pilot study evaluated feasibility and potential efficacy of a social-cognitive theory (SCT)-based biomarker feedback intervention among pregnant Alaska Native (AN) smokers. MethodsParticipants were randomly assigned to receive three study calls (10–20 min each): (1) biomarker feedback intervention (n = 30) including personalized cotinine results and feedback on their baby’s likely exposure to carcinogen metabolite NNAL, or (2) contact control usual care condition based on the 5As (n = 30). Assessments were conducted at baseline, post-treatment, and delivery. ResultsHigh rates of treatment compliance, study retention, and treatment acceptability were observed in both groups. 7-day point prevalence smoking abstinence rates at delivery verified with urinary cotinine were the same in both study groups (20% intent-to-treat analysis, 26% per-protocol). SCT-based measures did not change differentially from baseline by study group. ConclusionThis trial supports the feasibility and acceptability of providing biomarker feedback within the clinical care delivery system, but the intervention did not promote increased smoking cessation during pregnancy compared to usual care. Practice ImplicationsEfforts are needed to promote the usual care and to develop alternative biomarker feedback messaging for pregnant AN women.

A Systematic Literature Review of Automated Feedback Generation for Programming Exercises

Formative feedback, aimed at helping students to improve their work, is an important factor in learning. Many tools that offer programming exercises provide automated feedback on student solutions. We have performed a systematic literature review to find out what kind of feedback is provided, which techniques are used to generate the feedback, how adaptable the feedback is, and how these tools are evaluated. We have designed a labelling to classify the tools, and use Narciss’ feedback content categories to classify feedback messages. We report on the results of coding a total of 101 tools. We have found that feedback mostly focuses on identifying mistakes and less on fixing problems and taking a next step. Furthermore, teachers cannot easily adapt tools to their own needs. However, the diversity of feedback types has increased over the past decades and new techniques are being applied to generate feedback that is increasingly helpful for students.

Preservice mathematics teachers’ beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task

Peer feedback is increasingly used to train assessment skills in teacher-training programs. However, studies investigating the roles of peer feedback providers’ beliefs about peer feedback provision, their perceptions of their peer feedback message and their experienced emotions are still limited. This study aimed to explore how peer feedback accuracy and providers’ comprehension of the learning task were related to these characteristics. Analysis of peer feedback provided by 53 preservice mathematics teachers revealed that peer feedback accuracy was predicted by cognitive-verification, cognitive elaboration and self-efficacy types of peer feedback. Providers’ perceptions of their peer feedback message and anxiety also predicted peer feedback accuracy. No evidence was found that peer feedback related beliefs and perceptions predicted providers’ comprehension of the learning task.

Smokers with children with asthma: Parental perceptions about prototype intervention messages focused on reducing child tobacco exposure and use.

Formative research is needed to develop effective interventions that eliminate secondhand smoke exposure (SHSe) and prevent tobacco use (TU) among children with asthma. This online study included 300 parents who smoke and had a child with asthma (ages 10-14) and evaluated their perceptions about prototypes of parent-directed and child-directed feedback intervention messages focused on reducing child SHSe and future TU; correlates of perceptions were explored. Parents rated examples of parent-directed messages on motivation and helpfulness for eliminating SHSe and promoting conversations about TU and also rated child-directed messages on acceptability and helpfulness for promoting conversations about TU. Messages differed by level of personalization, theoretical background, or message content. Parents found all parent-directed messages similarly motivating and helpful and all child-directed messages similarly acceptable and helpful for reducing child tobacco exposure. Differences in perceptions about feedback emerged based on parent gender, parent readiness to quit, smoking ban status, and the presence of additional smokers in the home. Overall, parents rated parent-directed and child-directed feedback message prototypes positively, including established and novel types of feedback. Parent-child feedback interventions may hold promise for breaking the intergenerational transmission of smoking among families with a parent who smokes and a child with asthma.

A Mobile Phone–Based Brief Intervention With Personalized Feedback and Text Messaging is Associated With Reductions in Driving After Drinking Among College Drinkers

Driving after drinking (DAD) among college students remains a significant public health concern and is perhaps the single riskiest drinking-related behavior. Counselor-delivered and web-based Brief Alcohol Interventions (BAIs) have been shown to reduce DAD among college students, but to date no study has evaluated the efficacy of a single-session mobile phone-based BAI specific to DAD. The present study examined whether a driving-specific BAI delivered via mobile phone would significantly decrease DAD among college students compared to an informational control. Participants were 84 college students (67.1% women; average age = 23; 52.4% White) who endorsed driving after drinking two or more drinks at least twice in the past 3 months. After completing baseline measures, participants were randomly assigned to receive either (a) DAD information or (b) DAD mobile BAI that included personalized feedback and interactive text messaging. Participants completed outcome measures at 3-month follow-up. Repeated-measures mixed modeling analyses revealed that students receiving the mobile phone-based BAI reported significantly greater reductions in likelihood of DAD (three or more drinks) and the number of drinks consumed before driving than students in the information condition at 3-month follow-up. These findings provide preliminary support for the short-term efficacy of a mobile phone-based BAI for reducing DAD among college students.

Energy-efficient cooperative cognitive relaying schemes for cognitive radio networks

We investigate a cognitive radio network in which a primary user (PU) may cooperate with a cognitive radio user (i.e., a secondary user (SU)) for transmissions of its data packets. The PU is assumed to be a buffered node operating in a time-slotted fashion where the time is partitioned into equal-length slots. We develop two schemes which involve cooperation between primary and secondary users. To satisfy certain quality of service (QoS) requirements, users share time slot duration and channel frequency bandwidth. Moreover, the SU may leverage the primary feedback message to further increase both its data rate and satisfy the PU QoS requirements. The proposed cooperative schemes are designed such that the SU data rate is maximized under the constraint that the PU average queueing delay is maintained less than the average queueing delay in case of non-cooperative PU. In addition, the proposed schemes guarantee the stability of the PU queue and maintain the average energy emitted by the SU below a certain value. The proposed schemes also provide more robust and potentially continuous service for SUs compared to the conventional practice in cognitive networks where SUs transmit in the spectrum holes and silence sessions of the PUs. We include primary source burstiness, sensing errors, and feedback decoding errors to the analysis of our proposed cooperative schemes. The optimization problems are solved offline and require a simple 2-dimensional grid-based search over the optimization variables. Numerical results show the beneficial gains of the cooperative schemes in terms of SU data rate and PU throughput, average PU queueing delay, and average PU energy savings.

Teaching, social, and cognitive presences and their relations to students’ characteristics and academic performance in blended learning courses in a Tanzanian University


 
 
 This study examines teaching, social, and cognitive presences in relation to students’ academic performance in blended learning courses in a Tanzanian university. The study involved 353 stu- dents and examined several aspects of blended learning including face-to-face lectures, online and offline group assignments, online feedback, discussions, and online messaging via Moodle. A community of inquiry survey was used to measure students’ perceptions of teaching, social, and cognitive presences. Performance scores consisted of students’ coursework and final exami- nation grades. The results showed no statistically significant differences in the reported scores of teaching, cognitive, and social presences based on gender and age groups. Students with more advanced ICT skills reported higher teaching, social, and cognitive presences. Reported teaching presence was significantly different among the blended learning courses. Teaching, social, and cognitive presences showed a positive correlation with each other. The conclusion shows that although positively correlated, social and cognitive presences were not predictors of students’ performance; however, ICT skills were important in the studied courses.
 Key words: teaching presence, social presence, cognitive presence, academic performance, blended learning
 
 

Interleaving Channel Estimation and Limited Feedback for Point-to-Point Systems With a Large Number of Transmit Antennas

We introduce and investigate the opportunities of multi-antenna communication schemes whose training and feedback stages are interleaved and mutually interacting. Specifically, unlike the traditional schemes, where the transmitter first trains all of its antennas at once and then receives a single feedback message, we consider a scenario, where the transmitter instead trains its antennas one by one and receives feedback information immediately after training each one of its antennas. The feedback message may ask the transmitter to train another antenna; or, it may terminate the feedback/training phase and provide the quantized codeword (e.g., a beamforming vector) to be utilized for data transmission. As a specific application, we consider a multiple-input single-output system with $t$ transmit antennas, a short-term power constraint $P$ , and target data rate $\rho $ . We show that for any $t$ , the same outage probability as a system with perfect transmitter and receiver channel state information can be achieved with a feedback rate of $R_{1}$ bits per channel state and via training $R_{2}$ transmit antennas on average, where $R_{1}$ and $R_{2}$ are independent of t , and depend only on $\rho $ and $P$ . In addition, we design variable-rate quantizers for channel coefficients to further minimize the feedback rate of our scheme.

The Relationship between Feedback Message and Outcomes: The Role of CSE, LMX and Feedback Acceptance

본 연구는 피드백 메시지 특성과 직무 관련 성과 변인들 간의 관계를 밝히고자 하는 목적으로 수행되었다. 구체적으로 피드백 메시지의 특성 중 피드백 유용성과 긍정/부정 피드백이 직무만족 및 경력발전에 어떠한 과정을 통해 작용하는지를 규명하고자 하였다. 이를 위해 먼저 피드백 특성들이 직무만족과 경력발전에 미치는 영향을 검증하고, 이관계에 있어 피드백 수용도라는 매개변수가 어떻게 매개 역할을 하고 있는지를 확인하고자 하였다. 이에 더하여 개인차 변인인 핵심자아평가(Core Self-Evaluations) 및 리더십 변인인 상사부하 관계의 질이 어떤 조절 효과를 수행하는지를 검증하고자 하였다. 이를 위한 자료는 국내 9개 기업의 근로자 241명으로부터 수집하였다. 연구결과를 정리하면 다음과 같다. 먼저 피드백 특성과 결과 변인들 간의 관계는 대체로 가설과 일치하였다. 구체적으로 살펴보면, 첫 번째 피드백 특성인 피드백 유용성은 피드백 수용도, 직무만족과 정(+)의 관계인 것으로 나타났다. 두 번째 피드백 특성인 긍정 피드백은 피드백 수용도, 직무만족, 경력발전과 모두 정(+)의 관계인 것으로, 세 번째 피드백 특성인 부정적 피드백은각 결과변인들과 유의한 관계를 가지지 못하는 것으로 나타났다. 다음으로 피드백 수용도의 매개효과에 관한 검증 결과는 다음과 같다. 피드백 유용성과 직무만족 간 관계, 긍정 피드백과 직무만족, 경력발전 간 관계에 대해서는 피드백 수용도가 매개 역할을 수행하는 것으로 나타났다. 마지막으로 조절효과와 관련한 검증 결과는 다음과 같다. 상사부하 관계의 질이 선행변인들과 피드백 수용도 간 관계에 미치는 조절효과는 유의하지 않았던 반면 핵심자아평가(CSE)의 조절효과는 일부를 제외하고 유의한 것으로 나타났다. 논의에서는 이와 같은 연구 결과를 토대로 이론적 의의 및 실무에 적용할 수 있는 시사점과 한계, 향후 연구 과제를 제시하였다.This article examines the impact of feedback messages, particularly the utility and type of feedback on employee job satisfaction and career progress. We investigated the effects of feedback acceptance as a mediating variable and the effects of CSE (core self-evaluation) and LMX (Leader-Member Exchange) as moderating variables on feedback acceptance. Data used for empirical analysis was collected from 241 employees across nine Korean companies located in Seoul. Results showed that positive feedback was positively related to feedback acceptance, job satisfaction and career progress and that the utility of feedback was positively related to feedback acceptance and job satisfaction. Negative feedback was significant in mediating and outcome factors. The results also indicated that feedback acceptance mediated the relationship between the utility of feedback, positive feedback and job satisfaction. Moreover, the moderating effects of CSE on feedback messaging and feedback acceptance are statistically significant, but those of LMX not. The higher the CSE level of subordinates, the more likely the subordinates were to accept negative feedback. This study contributes to the feedback process literature by verifying the effect of CSE and LMX variables as moderators and of feedback acceptance as a mediator. The implications, limitations and directions for future research are discussed.

Considerations on Effective Feedback in Computerized Speech Training for Dysarthric Speakers.

Introduction: In this article, we consider the role of feedback in computerized speech training for patients with dysarthric speech due to acquired neurological disorders such as Parkinson's disease and stroke. Methods: Based on literature from different fields, we review several issues that play a role when designing feedback for computerized speech training, including serious games. Results: Which speech dimensions (e.g., articulation, loudness) to target in computerized speech feedback, and at what level of detail to provide the feedback, depend on the focus of the specific speech therapy and the technical feasibility of providing reliable speech feedback. Furthermore, feedback that provides knowledge of results generally appears equally effective as knowledge of performance feedback, and is more easily provided in computerized speech training systems. Implicit feedback can be more motivating than explicit feedback (e.g., in serious games), but may be harder to understand. Multimodal feedback is preferred over unimodal feedback to ensure that the feedback message is optimally perceived. Mild negative task-oriented feedback can enhance effort but should be balanced with positive feedback, such as feedback referring to patients' progress. Finally, a balance should be found between the motivational advantages of high-frequency immediate feedback (e.g., in serious games) and the advantages of low-frequency and delayed feedback in preventing patients from becoming dependent on augmented feedback. Conclusions: Several aspects play a role in designing feedback for computerized speech training for dysarthric speakers. Decisions on these aspects should be made carefully, accounting for the specific characteristics of the patient group that is targeted, the focus of the specific speech therapy, and the technological possibilities that are available.

Teachers’ written feedback comments on narrative texts in Elementary and Secondary Education

One of the most widespread practices in compulsory education is the annotation of feedback messages by teachers on texts written by students. The aim of this paper is to describe the nature of these types of teachers’ responses, in order establish possible profiles of assessment practices in Elementary and Secondary Education, as well as to identify which aspects of writing a story are considered more important in writing assessment.An analysis was made of 10,585 assessment messages which 41 schoolteachers in Elementary and Compulsory Secondary Education wrote on short stories composed by 393 students from various schools. The assessment notes were categorized according to code, place, extension, assessment content, and implicit metalinguistic content.Findings reveal the predominance of direct correction of specific spelling and grammar mistakes. The frequency of these corrections is, additionally, the best predictor of the global grade given by the teacher for the composition. Therefore, we conclude that teachers of compulsory education approach assessment of narrative texts from a conception which places excessive emphasis on more local and superficial aspects of the composition in detriment of other semantic, rhetorical or pragmatic aspects. Some teachers, however, mostly in Secondary Education, also recorded non-corrective assessment content, such as markings, questions, suggestions for expansion, or justifications. Certain assessment patterns are evident, which combine other types of evaluation (semantic-organizational, or superficial).Finally, the limitations and implications of those results toward teacher training are discussed.