Perceptions Of Feedback Research Articles

Does testing young children influence educational attainment and wellbeing?

Should young children be tested? Proponents view early testing as a necessary instrument for early targeting. Others consider it detrimental to child mental health and with little impact on educational performance. We exploit variation in low-stakes test-taking in mathematics amongst primary school children in Norway, traditionally a low-testing environment. We examine the introduction of difficult mathematics tests. These tests were introduced to provide information for a larger randomised controlled trial (RCT) in Norwegian primary schools. We demonstrate zero effects of testing exposure on educational attainment, but evidence of heterogenous effects across gender and educational background of children. We find no negative effects on student welfare, but testing improves student perceptions of teaching practices, feedback and engagement.

A case study of Chinese master’s students’ perceptions of supervisors’ use of evaluative language in feedback

PurposeThis study intended to bridge the gap by investigating Chinese master’s students’ perceptions of their supervisors’ use of evaluative language in feedback, from both cognitive and affective perspectives, at a Sino-foreign university in mainland China.Design/methodology/approachEmploying a qualitative research design, 12 participants from the Faculty of Humanities and Social Sciences and the Faculty of Economics and Finance were included. Data were collected through individual semi-structured interviews and analyzed using thematic analysis.FindingsThe findings show that students perceive directive and actionable evaluative language, as well as evaluative language aligned with assessment criteria as effective, facilitating improvement and self-regulated learning. However, the use of evaluative language can evoke mixed emotions, with linguistic devices and inadequate follow-up explanations reinforcing negative feelings. Additionally, power imbalances between supervisors and students influence feedback perceptions, hindering students’ active participation in feedback processes.Originality/valueThis study addresses a gap in the literature on master’s students’ perceptions of evaluative language in supervisory feedback and provides practical recommendations for both thesis supervisors and master’s students to facilitate the acceptance and application of feedback.

Students’ perceptions of assessment feedback in an undergraduate nursing and midwifery subject: a mixed-methods study

Background: In an undergraduate Bachelor of Nursing course, students enrol in an evidence-based Practice (EBP) subject. Three scaffolded tasks assess students’ ability to find, summarise and synthesise professional literature. For each assessment task, students are provided feedback that informs subsequent assessments. It is unclear how students use the feedback, and what elements of feedback are perceived as being most useful. Aim: This study aimed to examine nursing students’ perspectives of receiving feedback from scaffolded assessments and how feedback received influenced the development of the final assessment task. Design: A mixed-methods approach was used with a cross-sectional survey and online qualitative interviews. Setting: This research was conducted at Deakin University, School of Nursing and Midwifery in Melbourne, Australia. Participants: One hundred forty-eight students (17.4%, n = 851) participated in the cross-sectional survey. Seven students participated in the online qualitative interviews. Methods: Students enrolled in the EBP subject in Trimester, 2023 were invited to participate in a survey where they rated their experience of assessment feedback using a Likert scale. Students were also invited to participate in an online qualitative interview that further explored their perceptions. Results: Assessment exemplars were highly beneficial to understanding the assessment task (87.8% agree/strongly agree, n = 107). Responding to feedback was challenging (38.5%, n = 47). Qualitative themes identified were engagement with assessments, appropriateness of feedback, and use of scaffolded feedback. Conclusions: This study highlights that scaffolded feedback is valuable for student learning. Feedback in each rubric criterion helps with the alignment of learning outcomes. Resources that support students in how to respond to feedback are important.

Perceptions of Oral Corrective Feedback. A Comparative Study of Beginner vs. Intermediate EFL Undergraduate Students

This study investigated the preferences of college English as a Foreign Language learners regarding oral corrective feedback (OCF), an important component of language acquisition. The research followed a cross-sectional design with a qualitative approach. The study aimed to determine the overall perception of B1 level students about OCF, the types of errors they considered worthy of correction, and their preferences for types of oral correction. Findings were compared to the results of a previous study conducted by the researcher in 2023 with A1 learners. Data revealed that intermediate-level students, similar to beginners, have a very positive perception of the importance of OCF in language development. Further, the learners appreciated correcting all types of errors, with a higher emphasis on pronunciation-related ones. In both cohorts, the preferred type was explicit correction, while the least liked were indirect methods. These findings provide valuable insights for instructors and researchers in the field.

Exploring Feedback and Assessment Practices: Perspectives from Prospective Teachers

Assessment and feedback are essential components of teaching and learning, serving as tools to evaluate progress, guide improvement, and enhance student outcomes. This study examines prospective teachers' perceptions of assessment and feedback in the teaching-learning process. Using purposive sampling, eight prospective teachers from a private college in Karachi, Sindh, participated in the research. Data were collected through semi-structured interviews guided by an interview protocol and analyzed thematically. The findings revealed four key themes: assessment, formative assessment, summative assessment, and feedback. Participants identified both formative and summative assessments as effective tools for evaluating students' learning and progress. Additionally, timely and actionable feedback emerged as a crucial element in enhancing students' academic performance. The study highlights the significant role of assessment and feedback in fostering a productive learning environment. Based on the results, it is recommended that teacher educators refine their practices by integrating well-structured formative and summative assessments alongside consistent, constructive feedback to better prepare prospective teachers for their roles.

Unpacking the Impact of Writing Feedback Perception on Self-Regulated Writing Ability: The Role of Writing Self-Efficacy and Self-Regulated Learning Strategies

Unpacking the Impact of Writing Feedback Perception on Self-Regulated Writing Ability: The Role of Writing Self-Efficacy and Self-Regulated Learning Strategies

A qualitative exploration of feedback experience among final-year physiotherapy students using activity theory

BackgroundFeedback is an important part of learning, however, it often does not have the desired effect. Much work has been done exploring students’ engagement with feedback and factors which may impact engagement. Mutual understanding of feedback and feedback practice on the part of the student and educator is essential.MethodsThis study explored the perceptions of feedback of final-year physiotherapy students at Stellenbosch University (South Africa). Twelve semi-structured interviews were conducted to generate data. Cultural-historical activity theory was used as an analytic lens in the data analysis.ResultsStudents understood feedback to be a continuous, bidirectional conversation in which they were actively involved. Students recognised their agency in feedback practice. Despite their understanding, their agency was often undermined by factors such as the environment, context and most notably the perceived positioning and relationships between students and educators. Educators who were perceived as credible and created a safe psychosocial space had a positive influence on the students’ perception of feedback.ConclusionsStudents’ perceptions of feedback and their engagement was the product of a complex and dynamic interplay of factors. While students recognise their agency, this may be hindered by relationships and the design of feedback in the curriculum. As educators, one must consider how we contribute to this and enable students to activate and use their agency in feedback practice.

A Targeted Feedback Framework to Move the Needle on Operative Feedback.

Actionable and impactful feedback remains a perpetual challenge in medical education despite extensive efforts to improve the feedback process. A feedback framework was adapted from a validated model and tailored to a single residency program. The purpose of this study was to evaluate the impact of the new feedback framework on the quantity and quality of perioperative feedback amongst surgical residents. A nonrandomized interventional study was conducted in a general surgery residency program at a single academic institution over a 6-month study period. The new 'Brainstorm', 'Focus', and 'Recap' (BFR) feedback framework was introduced to surgical faculty and residents on 2 surgical services. Posters of the framework were displayed in the operating rooms and scrub sinks. Regular reminder emails were sent, and competitions were held to encourage engagement. Pre and postintervention surveys were distributed electronically to all participants. Brigham and Women's Hospital Department of Surgery in Boston, MA. A total of 19 faculty and 56 residents inclusive of 2 general surgery services (trauma and acute care surgery; minimally invasive and bariatric surgery). Faculty reported giving more frequent and higher quality feedback than residents reported receiving, before and after the intervention. There was increased satisfaction with technical feedback following the intervention, which was reported by both faculty (27.3%-73.3%, p = 0.01) and upper-level residents (17.7%-54.6%, p = 0.02). Faculty and residents mutually indicated improved overall feedback breadth (faculty 58.2%-78.7%, p = 0.01; residents 41.6%-54.3%, p = 0.03). The introduction of a tailor-made framework that utilizes a structured, shared mental model to promote goal-oriented feedback improved faculty and resident practices and perceptions of perioperative feedback. Nevertheless, a disparity between faculty and resident perceptions persists. More work is needed to overcome the complexities of the surgical learning environment and better align faculty and resident perceptions.

Two-stage DRL with hybrid perception of vision and force feedback for lunar construction robotic assembly control

Two-stage DRL with hybrid perception of vision and force feedback for lunar construction robotic assembly control

TOWARDS AN AGE-FRIENDLY UNIVERSITY: INSIGHTS FROM CULTURALLY DIVERSE COMMUNITY-DWELLING OLDER ADULTS

Abstract Lifelong learning is essential for enhancing older adults’ self-esteem and social connections and expanding their capabilities. Including older adults on university campuses fosters intergenerational learning, where younger students benefit from their experiences and mentorship. This project addresses the growing emphasis on creating age-friendly universities by improving inclusiveness, diversity and equity at the University of British Columbia (UBC) Vancouver campus. The study, conducted in June and July 2024, engaged 25 community-dwelling older adults from diverse backgrounds—including Indigenous groups, multi-ethnic groups and people of color, LGBTQIA2+, and individuals with various physical and mental capacities—in audit walks with younger students across the campus. These walks assessed features related to “age-friendliness.” Group conversations before and after the walks provided valuable insights into participants’ perceptions of age-friendliness and feedback on current age-friendly university principles. Findings revealed a strong interest among older adults in continued learning, research collaboration, and mentorship opportunities. However, significant barriers were also identified regarding campus navigation, course registration, affordability, and communication. Additional concerns included safety issues, more accessible features, and improved transportation infrastructure. Participants also highlighted the importance of cultural inclusivity, such as multilingual resources and diverse art representations. This study not only reaffirms established age-friendly principles but also underscores the need to address environmental safety and accessibility from the perspectives of older adults. It advocates for a collaborative approach to developing an age-friendly university campus that effectively meets the needs of all its members, ensuring an inclusive environment for learners of all ages.

Assessing student perceptions and use of instructor versus AI‐generated feedback

AbstractDespite the growing research interest in the use of large language models for feedback provision, it still remains unknown how students perceive and use AI‐generated feedback compared to instructor feedback in authentic settings. To address this gap, this study compared instructor and AI‐generated feedback in a Java programming course through an experimental research design where students were randomly assigned to either condition. Both feedback providers used the same assessment rubric, and students were asked to improve their work based on the feedback. The feedback perceptions scale and students' laboratory assignment scores were compared in both conditions. Results showed that students perceived instructor feedback as significantly more useful than AI feedback. While instructor feedback was also perceived as more fair, developmental and encouraging, these differences were not statistically significant. Importantly, students receiving instructor feedback showed significantly greater improvements in their lab scores compared to those receiving AI feedback, even after controlling for their initial knowledge levels. Based on the findings, we posit that AI models potentially need to be trained on data specific to educational contexts and hybrid feedback models that combine AI's and instructors' strengths should be considered for effective feedback practices. Practitioner notesWhat is already known about this topic Feedback is crucial for student learning in programming education. Providing detailed personalised feedback is challenging for instructors. AI‐powered solutions like ChatGPT can be effective in feedback provision. Existing research is limited and shows mixed results about AI‐generated feedback. What this paper adds The effectiveness of AI‐generated feedback was compared to instructor feedback. Both feedback types received positive perceptions, but instructor feedback was seen as more useful. Instructor feedback led to greater score improvements in the programming task. Implications for practice and/or policy AI should not be the sole source of feedback, as human expertise is crucial. AI models should be trained on context‐specific data to improve feedback actionability. Hybrid feedback models should be considered for a scalable and effective approach.

Oral Corrective Feedback in the EFL Classroom

This paper aims to see college students’ perceptions of oral corrective feedback in their EFL class. The number of respondents is 95 students from different study programs at the University of Tetova who attend EFL classes. The 10 Likert-scale questions tend to navigate through their preferences on the CF types, along with their correlation with students’ proficiency levels. Additionally, we aim to see what they perceive in terms of the most positively impacted aspect of language by oral corrective feedback, such as pronunciation, vocabulary, and grammar or sentence structure. Furthermore, the paper’s objective is to compare all these data with the emotional response of students after being orally corrected in their EFL class.

Acceptance and motivational effect of AI-driven feedback in the workplace: an experimental study with direct replication

Artificial intelligence (AI) is increasingly taking over leadership tasks in companies, including the provision of feedback. However, the effect of AI-driven feedback on employees and its theoretical foundations are poorly understood. We aimed to close this research gap by comparing perceptions of AI and human feedback based on construal level theory and the feedback process model. Using these theories, our objective was also to investigate the moderating role of feedback valence and the mediating effect of social distance. A 2 × 2 between-subjects design was applied to manipulate feedback source (human vs. AI) and valence (negative vs. positive) via vignettes. In a preregistered experimental study (S1) and subsequent direct replication (S2), responses from NS1 = 263 and NS2 = 449 participants were studied who completed a German online questionnaire asking for feedback acceptance, performance motivation, social distance, acceptance of the feedback source itself, and intention to seek further feedback. Regression analyses showed that AI feedback was rated as less accurate and led to lower performance motivation, acceptance of the feedback provider, and intention to seek further feedback. These effects were mediated by perceived social distance. Moreover, for feedback acceptance and performance motivation, the differences were only found for positive but not for negative feedback in the first study. This implies that AI feedback may not inherently be perceived as more negatively than human feedback as it depends on the feedback's valence. Furthermore, the mediation effects indicate that the shown negative evaluations of the AI can be explained by higher social distance and that increased social closeness to feedback providers may improve appraisals of them and of their feedback. Theoretical contributions of the studies and implications for the use of AI for providing feedback in the workplace are discussed, emphasizing the influence of effects related to construal level theory.

Orthodontic Trainees' Perceptions of Effective Feedback in the United Kingdom.

Feedback is an invaluable educational tool and is now widely used in education, despite some of the challenges and barriers to its implementation. Effective feedback in medical and dental education is a driver for improvement, by recognising good performance and identifying areas where improvement is required. This, in turn, can translate into better patient care, as feedback can positively impact on clinical performance. To date, there is limited literature about feedback mechanisms in orthodontic training and trainees' perceptions of how effective the various methods are. This was a national, cross-sectional questionnaire investigating orthodontic trainees' perceptions of effective feedback relating to chairside clinical training. An electronic questionnaire was developed and an invitation to participate was disseminated via the British Orthodontic Society (BOS) to postgraduate orthodontic trainees in the United Kingdom (UK). The population included all trainees at ST1-5 level who were BOS members, aged 25 years and above, including those appointed by Health Education England (HEE) and those who were non-HEE appointed. The questionnaire was open for an 11-week period between 10 February 2022 and 28 April 2022. The questionnaire was completed by 68 participants with a mean age of 30.7 years and the response rate was approximately 30%. Trainees agreed that effective feedback improved their clinical skills and performance (99%) and 82% felt comfortable requesting feedback from their supervisors. The main perceived barrier to obtaining high quality in-depth feedback was perceived time pressures for educators (87%). This study demonstrated positive findings regarding trainees' perceptions of feedback processes in UK clinical orthodontic training. Perceived barriers to effective feedback included time constraints and the perception that trainers were too busy to provide in-depth feedback.

Exploring Feedback Design Perceptions and Relationships with Scores in the Online Component of an EAP-Blended Course

This quantitative study investigates the perceptions of learners and faculty regarding the help provided by the feedback process, which aligns with and integrates Brooks et al.’s Matrix of Feedback for Learning in the asynchronous online component of a blended course and the relationship between student perceptions and scores. The feedback process, integrated into 12 weekly learning modules in Blackboard Learn (LMS) in alignment with Quality Matters (QM) standards for higher online education, seeks to facilitate feedback uptake and support student learning. Results from the test analysis of student (N = 135) and faculty (N = 10) surveys indicated that positive learner perceptions of feedback, corroborated by institutional course evaluations, aligned with faculty perceptions, suggesting a shared understanding of feedback’s role in learning. Interestingly, these findings suggested that feedback was perceived as beneficial independently of academic performance, potentially showing a trend of growth in students’ academic mindset, where feedback becomes a critical component of their learning experience. Additionally, this study points out that the Matrix of Feedback for Learning could be applied across different disciplinary contexts.

Learners’ perceptions of corrective feedback during written telecollaboration

This study examined learners’ perceptions of telecollaboration, specifically an email exchange between learners in the US and Germany, and of peer and teacher corrective feedback (CF) during the exchange. Participants were 38 learners from a second-semester German course at a US university. Their virtual exchange partners were learners of English at a German high school. Learners were assigned to a telecollaboration + peer feedback (PeerF) condition ( N = 15), a telecollaboration + teacher feedback (TeacherF) condition ( N = 10), or a telecollaboration-only (Control) condition ( N = 13). Each week, they sent one email in German and one email in English to their partners. While the PeerF Group received CF on their emails from their partners, the TeacherF Group received feedback from their instructor, and the Control Group did not receive feedback. Quantitative and qualitative data from a survey and semi-structured interviews indicated that all learners strongly believed in both the effectiveness of telecollaboration and CF during telecollaboration. However, learners in the TeacherF Group found telecollaboration significantly less enjoyable than learners in the PeerF Group. Moreover, learners in both feedback groups favored receiving CF from an email partner over CF from a teacher. Pedagogical implications of these findings are discussed.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

Investigating the Perception of Feedback in Software Development Teams: An Initial Study

The need for interaction between developers has increased over the decades, requiring efforts to promote effective communication. Feedback is an important tool that can be applied on different occasions, including informal conversations and planning meetings. However, an environment conducive to this practice is needed. We report a study on developers' perception regarding the feedback practice and how it is related to the developers' social identification with their teams. The results suggest that the perception of the feedback practice varies according to the occasion. We found evidence that feedback perception is correlated with participants' identification with their teams.

Learning performance and physiological feedback-based evaluation for human–robot collaboration

The development of Industry 4.0 has resulted in tremendous transformations in the manufacturing sector to supplement the human workforce through collaboration with robots. This emphasis on a human-centered approach is a vital aspect in promoting resilience within manufacturing operations. In response, humans need to adjust to new working conditions, including sharing areas with no apparent separations and with simultaneous actions that might affect performance. At the same time, wearable technologies and applications with the potential to gather detailed and accurate human physiological data are growing rapidly. These data lead to a better understanding of evaluating human performance while considering multiple factors in human–robot collaboration. This study uses an approach for assessing human performance in human–robot collaboration. The assessment scenario necessitates understanding of how humans perceive collaborative work based on several indicators, such as perceptions of workload, performance, and physiological feedback. The participants were evaluated for around 120 min. The results showed that human performance improved as the number of repetitions increased, and the learning performance value was 92%. Other physiological indicators also exhibited decreasing values as the human performance tended to increase. The findings can help the industry to evaluate human performance based on workload, performance, and physiological feedback information. The implication of this assessment can serve as a foundation for enhancing resilience by refining work systems that are adaptable to humans without compromising performance.

AI‐powered vocabulary learning for lower primary school students

In this exploratory mixed‐methods study, we introduce and test our AI‐powered vocabulary learning system—ARCHe, which embeds four AI functions: (1) automatic feedback towards for pronunciation, (2) automatic feedback for towards handwriting, (3) automatic scoring for student‐generated sentences and (4) automatic recommendations. Specifically, our study of 140 students taught by six teachers in three primary schools in Singapore explores the links between these AI functions and students' learning engagement and outcomes via the analysis of their pre‐ and post‐tests, post‐surveys, focus group discussions and artefacts created via ARCHe. Results show improved Chinese character and vocabulary test scores after using ARCHe. Students' perceptions of ARCHe automatic recommendations and feedback towards pronunciation positively influence their emotional engagement. Also, students who perceived ARCHe automatic recommendations and feedback on handwriting more favourably than others reported greater cognitive engagement. Meanwhile, students whose groups created more sentences in classroom‐based collaborative learning than others were more likely to show learning gains. This study provides insights for learning designers and educators on AI's potential in language learning, with recommendations for future research directions. Practitioner notesWhat is already known about this topic AI‐enabled automatic feedback or recommendations might improve students' learning engagement, scaffold their learning processes and enhance their learning outcomes. Students' perceived usefulness of a mobile learning system positively influences their learning engagement. Leveraging AI technology and adopting innovative feedback approaches can improve mobile language learning experiences for students of varying needs and preferences. What this paper adds This study introduced and tested a self‐designed AI‐powered vocabulary learning system for young students—ARCHe, which embeds four AI functions (feedback for both pronunciation and handwriting, scoring of sentences and recommendations). Students who perceived ARCHe feedback towards pronunciation or recommendations as more useful than others showed greater emotional engagement. Students who viewed ARCHe feedback towards handwriting as more useful than others wrote sentences with greater complexity during group activities in class. By contrast, those viewing ARCHe recommendations as more useful than others did wrote shorter sentences. Students in groups that wrote more sentences during their class activities were more likely to show learning gains (unlike the non‐significant effects of home‐based individual activities). Implications for practice and/or policy This study contributes to the existing body of knowledge in AI‐enhanced language learning by showcasing how AI can empower mobile‐based vocabulary learning for young students. The study sheds light on specific AI functions that affect language learning engagement. The findings offer specific recommendations for classroom instruction and AI system upgrades and provide insights into the development of online language learning with AI.