Feedback Practices Research Articles

온라인 학습에서 사후 인출연습과 피드백 유형이 메타인지적 판단의 정확도와 학업성취에 미치는 영향

The purpose of this study is to examine the effects of retrieval practice and various types of feedback on academic achievement and the accuracy of metacognitive judgments in an online learning environment. Participants were divided into a control group, which engaged in standard relearning, and three experimental groups that participated in retrieval practice. These groups were differentiated based on the type and amount of feedback provided: Group 1 received knowledge of results feedback, Group 2 received knowledge of correct response feedback, and Group 3 received elaborate feedback, each designed to test different aspects of learning reinforcement. Participants studied online learning content divided into four segments under these conditions. Metacognitive judgments were assessed through a survey after completing the fourth segment, and academic achievement was measured by a final test consisting of 20 items (9 previously studied items and 11 transfer items), administered one week after the end of the learning period. The results revealed significant differences in academic achievement between the experimental and control groups for both the previously studied and total items. Additionally, the experimental groups demonstrated significantly higher academic achievement and more accurate metacognitive judgments in both item categories compared to the control group. No significant differences were found among the feedback types. Based on these findings, the implications of the study are discussed.

Keys to successful clinical audit and feedback: essential steps to making impactful improvements in patient care.

Up to 40% of care provided to patients is either wasteful or harmful. The practice of audit and feedback can help identify where care can be improved. However, such audits must be executed in a systematic way that engages with clinicians to maximize the impact of feedback, ultimately improving patient outcomes. Currently, audit training is not integrated into formal education pathways and clinicians need guidance to support them in this activity. This paper explores contemporary research, with the aim of providing practical advice for recommendations to maximize the impact of audit and feedback. http://links.lww.com/IJEBH/A239.

Visual Mapping of Operating Theater Team Dynamics and Communication for Reflexive Feedback and Surgical Practice Optimization.

Effective operating theater (OT) communication and teamwork are essential to optimal surgical outcomes. We mapped the OT team dynamics and infection control practices using visual methods to guide reflexive feedback and optimize perioperative practices. Data were gathered from adult gastrointestinal surgical teams at a tertiary hospital in India using observations, sociograms (communication mapping tool), and focus group discussions (FGDs). Our methods aimed to map team communication, roles and responsibilities in infection-related practices, and door openings. Qualitative data were thematically analyzed. Quantitative data were analyzed using descriptive statistics. Data were gathered from 10 surgical procedures (over 51 hours) using 16 sociograms, 15 traffic flow maps, and 3 FGDs. Senior surgeons directly influence team hierarchies, dynamics, and communication. While the surgeons, anesthetic residents, and technicians lead most tasks during procedures, the scrub nurse acts as a mediator coordinating activity among role players across hierarchies. Failing to provide the scrub nurse with complete details of the planned surgery leads to multiple door openings to fetch equipment and disposables. Traffic flow observed in 15-minute intervals corresponds to a mean frequency of 56 door openings per hour (min: 16; max: 108), with implications for infection control. Implementing the World Health Organization surgical safety checklist was inconsistent across pathways and does not match reported compliance data. Human factors research is important in optimizing surgical teamwork. Using visual methods to provide feedback to perioperative teams on their communication patterns and behaviors, provided an opportunity for contextualized enhancement of infection prevention and control practices.

Influence of Culture on Chinese University Students' Interaction with Feedback

Feedback is a powerful learning tool, however, cultural elements may inhibit its effectiveness. In China, the teacher-student dynamics are different than in the West and the methodologies purported by Western scholars may not be effective. This paper identifies cultural elements of Mianzi and Guanxi that influence social relationships in Chinese academic environments. The research explores the needs and perspectives on feedback practices of twenty-five senior undergraduate students at a Chinese University via semi-structured interviews. The results offer insight into best feedback practices when working with Chinese students. The key takeaway is that most Western effective feedback guidelines translate into the Chinese classroom, however, power dynamics inherent in Confucianist society inhibit students from engaging with teachers. It is also important to note that peer feedback may not be as effective because students may be reluctant to make a peer lose face or may not see peers as having valid opinions. Understanding key cultural concepts can facilitate communication between teachers and students, improving feedback effectiveness.

EFL/ESL Teachers’ and Students’ Perceptions and Practices of Written Feedback in a Higher Education Context

This systematic review focused on higher education teachers’ and students’ perceptions and practices of written feedback, as well as their relationships and differences in English as a foreign/second language and academic writing. This study aimed to identify empirical studies, describe their characteristics, summarize the findings, and make recommendations for future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was used. Electronic searches produced 2,398 references, of which 30 articles met the inclusion criteria. Studies primarily focused on students’ perceptions, with few concentrating on students’ and teachers’ reported practices and the relationships between their perceptions and practices. This review suggests that future research should focus on multiple comparisons between teachers’ and students’ perceptions and practices of written feedback.

Diversity of pedagogical feedback designs: results from a scoping review of feedback research in higher education

Feedback is a key factor for learning success and has therefore been widely studied in higher education. As feedback is a highly contextualized practice serving various learner needs, researchers have utilized a plethora of feedback designs in their intervention studies. This diversity in feedback conceptualizations and pedagogical designs often results in considerable variability of effect sizes in reviews and meta-analyses and thus reduces their explanatory power. To explore the breadth of possible design variants and contribute to a greater conceptual clarity in empirical studies, we conducted a scoping review of feedback interventions in higher education (n = 135). The scoping process revealed a rich variety of feedback practices and underscored the need to precisely describe feedback designs in primary studies. Moreover, the supplemental qualitative content analysis resulted in a comprehensive category system, consisting of seven main dimensions and 247 subcategories. With its hierarchical structure and guiding questions, this feedback taxonomy can serve as a valuable tool for researchers and educators when exploring and implementing different design options. Despite its comprehensive scope, the taxonomy exhibits gaps, notably with respect to emerging digital feedback practices. It should therefore be considered as a dynamic resource worth of further investigation.

Dialogic feedback at scale: Recommendations for learning analytics design

AbstractBackgroundFeedback is central to formative assessments but aligns with a one‐way information transmission perspective obstructing students' effective engagement with feedback. Previous research has shown that a responsive, dialogic feedback process that requires educators and students to engage in ongoing conversations can encourage student active engagement in feedback. However, it is challenging with larger student cohorts. Learning Analytics (LA) provides promising ways to facilitate timely feedback at scale by leveraging large datasets generated during students' learning. However, current LA design and implementation tend to treat feedback as a one‐way transmission rather than a two‐way process.ObjectivesThis case study aims to improve LA design and practice to align with dialogic feedback principles by exploring an authentic dialogic feedback practice at scale.MethodsWe explored a dialogic feedback practice of a course having 700 undergraduate students. The case study used quantitative and qualitative analysis methods to investigate what students expect from feedback, how educators respond to students' feedback requests, and how students experience feedback.Results and ConclusionsThe results emphasise the need to focus on cognitive, relational and emotional aspects of the feedback process. In aligning LA with dialogic feedback principles, we propose that LA should promote the following objectives: reflection, adaption, personalisation, emotional management, and scaffolding feedback provision.

Winter Storm Severity Index in Alaska: Understanding the Usefulness for Impact-Based Winter Weather Severity Forecast Information

Abstract There is growing interest in impact-based decision support services to address complex decision-making, especially for winter storm forecasting. Understanding users’ needs for winter storm forecast information is necessary to make such impact-based winter forecasts relevant and useful to the diverse regions affected. A mixed-method social science research study investigated extending the winter storm severity index (WSSI) [operational for the contiguous United States (CONUS)] to Alaska, with consideration of the distinct needs of Alaskan stakeholders and the Alaskan climate. Data availability differences suggest the need for an Alaska-specific WSSI, calling for user feedback to inform the direction of product modifications. Focus groups and surveys in six regions of Alaska provided information on how the WSSI components, definitions, and categorization of impacts could align with stakeholder expectations and led to recommendations for the Weather Prediction Center to consider in developing the WSSI Alaska product. Overall, wind (strength and direction) and precipitation are key components to include. Air travel is a critical concern requiring wind and visibility information, while road travel is less emphasized (contrasting with CONUS needs). Special Weather Statements and Winter Storm Warnings are highly valued, and storm trajectory and transition (between precipitation types) information are the important contexts for decision-makers. Alaska is accustomed to and prepared for winter impacts but being able to understand how components (wind, snow, and ice) contribute to overall impact enhances the ability to respond and mitigate damage effectively. The WSSI adapted for Alaska can help address regional forecast needs, particularly valuable as the climate changes and typical winter conditions become more variable. Significance Statement Impact-based support services can assist decision-makers in prioritizing preparedness and mitigation actions related to winter storm events. The winter storm severity index adapted for specific considerations in Alaska (such as including wind and visibility components) can extend winter weather impact-based forecasting’s utility. Additionally, lessons learned from the process of adapting a national product to specific regional needs may inform best practices for gathering stakeholder input and feedback.

A Comprehensive Review on the Impact of Teacher Feedback in Language Development for ESL/EFL Learners

This comprehensive review investigates the multifaceted impact of teacher feedback on English as a Second/Foreign Language (ESL/EFL) learners' language development. The paper examines feedback modalities, including written, verbal, and technological approaches, and recommends a multimodal strategy to accommodate diverse learner preferences. The challenges in providing feedback, such as balancing corrective and affirming feedback and individualising responses in large classes, are discussed. Future recommendations include using technology to provide scalable and personalised feedback, encouraging learner agency through self-assessment, and prioritising cultural responsiveness. The integration of socio-emotional dimensions into feedback practices is highlighted, emphasising the importance of a comprehensive approach to ESL/EFL language development. Ongoing collaboration among teachers, students, and researchers is recognised as critical for shaping evidence-based practices and advancing inclusive and effective ESL/EFL teaching. This paper offers valuable insights for teachers, researchers, and policymakers looking to improve language development strategies in a variety of ESL/EFL contexts. IUBAT Review—A Multidisciplinary Academic Journal, 7(1): 218-229

AN ANALYSIS BASED ON CONTENT ANALYSIS ON FEEDBACK-ORIENTED POSTGRADUATE THESES

Feedback has always been an important element of learning-teaching processes and has always been at the centre of research on this subject. In this context, a significant number of studies in the literature have examined the feedback element with different dimensions and revealed important clues on the subject. The main purpose of this study is to conduct a content analysis of the postgraduate theses on the theme of feedback from past to present in terms of subject and methodology. For this purpose, 68 theses made between 2000 and 2023 within the scope of Institute of Educational Sciences and Institute of Social Sciences programmes in state universities in Turkey were analysed. According to the results of the content analysis technique, it was determined that the theses were mostly conducted at the Master's level (n=51), the theses mostly focused on teachers' in-class feedback practices and their views on feedback, the theses were mostly in the fields of English language teaching and Computer and Instructional Technologies; limited studies were conducted on this subject within the scope of teacher education and teaching practice. The results of the research showed that new researches are needed to examine the element of feedback, which has an important place in the field of education, with different dimensions.

Easy Living Rental Appliances Website

Abstract— The rental market for home appliances has seen significant growth in recent years, driven by evolving consumer preferences and the rise of the sharing economy. Easy Living Rental Appliances is a prominent player in this market, offering a wide range of modern appliances on flexible rental plans. This research paper explores the design, functionality, and user experience of Easy Living Rental Appliances, analyzing its strengths and areas for improvement. By examining user feedback, market trends, and industry best practices, this paper provides insights into enhancing the platform’s usability, customer satisfaction, and overall performance. The rental market for home appliances has witnessed significant growth in recent years, driven by changing consumer preferences, technological advancements, and the rising demand for flexible and cost-effective solutions. EasyLivingRentals.com is an online platform designed to streamline the process of renting home appliances, offering a wide range of modern appliances on flexible rental plans. This research paper aims to analyze and enhance the user experience and efficiency of Easy Living Rental Appliances through various modules and features. Keywords – Easy Living Rental Appliances Platform, Affordable Tech, Price Comparison, Informed Decisions, User Empowerment, Digital Marketplace, Gadget Shopping, Tech Enthusiasts, Innovation, Consumer Electronics.

Effect of video-based collaborative peer feedback on Turkish EFL learners’ motivation, writing enjoyment and anxiety

The existing literature generally acknowledges that students receive more feedback and detail when video feedback is used, but how writing feedback practices, in particular video feedback, influence learner affective factors is still a gap to be filled. Being grounded on the process writing theory and the social constructivist theory, this 14-week research investigated (i) the effect of video-based collaborative peer feedback (VCPF) on English as a foreign language (EFL) students’ writing motivation, anxiety, and enjoyment, (ii) students’ preference of using surface- and meaning-level feedback while providing VCPF, and (iii) their perception of using VCPF. The findings show that the use of VCPF increases learners’ writing motivation and enjoyment and decreases their anxiety. Although both types of feedback are preferred, learners mostly focus on conceptual academic skills (e.g., idea development, analysis, and synthesis). VCPF is considered a useful and an enjoyable application, which enables learners to provide more constructive recommendations and comments, rather than simply itemizing mistakes. This research advocates that VCPF is clear, informative and constructive, time saving, and more enjoyable. The results imply that VCPF is an effective method and is, therefore, eligible for classroom practice and for future research.

Uncovering the connection: how do preservice teachers’ inquiry skills relate to practices of judgment and feedback regarding lower secondary school students’ laboratory reports?

ABSTRACT Recent studies have shown that preservice teachers often struggle to effectively implement formative assessment practices to support students’ inquiry skills development. Therefore, it is crucial to investigate factors related to the successful implementation of these practices by preservice teachers. In this study, the relation between the inquiry skill levels of preservice science teachers and the accuracy of their judgments and the quality and quantity of feedback given on lower secondary school students’ laboratory reports of different levels of achievement were examined. Therefore, 61 preservice science teachers evaluated laboratory reports and provided feedback using a rubric, after their inquiry skills were assessed with a paper-and-pencil test. The results show that preservice teachers’ inquiry skills significantly explained the variance in judgment accuracy for all reports. Additionally, the inquiry skill levels of preservice teachers were positively related to the amount of correct feedback they gave in all reports and the amount of prescriptive feedback they gave in the low-achieving report. Finally, there was a negative correlation between the inquiry skill levels of the preservice teachers and the amount of false feedback they gave in high-achieving reports. The results are discussed in terms of effective formative assessment practices in the context of inquiry skill.

Emotional and motivational effects of automated and personalized formative feedback: The role of reference frames

AbstractBackgroundDevelopments in educational technology and learning analytics make it possible to automatically formulate and deploy personalized formative feedback to learners at scale. However, to be effective, the motivational and emotional impacts of such automated and personalized feedback need to be considered. The literature on feedback suggests that effective feedback, among other features, provides learners with a standard to compare their performance with, often called a reference frame. Past research has highlighted the emotional and motivational benefits of criterion‐referenced feedback (i.e., performance relative to a learning objective or mastery goal) compared to norm‐referenced feedback (performance relative to peers).ObjectivesDespite a substantial body of evidence regarding reference frame effects, important open questions remain. The questions encompass, for example, whether the benefits and drawbacks of norm‐referenced feedback apply in the same way to automated and personalize feedback messages and whether these effects apply to students uniformly. Further, the potential impacts of combining reference frames are largely unknown, even though combinations may be quite frequent in feedback practice. Finally, little research has been done on the effects of reference frames in computer‐supported collaborative learning, which differs from individual learning in meaningful ways. This study aims to contribute to addressing these open questions, thus providing insights into effective feedback design. Specifically, we aim to investigate usefulness perceptions as well as emotional and motivational effects of different reference frames—and their combination—in automated and personalized formative feedback on a computer‐supported collaborative learning task.MethodsA randomized field experiment with four feedback conditions (simple feedback, norm‐referenced, criterion‐referenced, and combined feedback) was conducted in a course within a teacher training program (N = 282). Collaborative groups worked on a learning task in the online learning environment, after which they received one of four possible automated and personalized formative feedback. We collected student data about feedback usefulness perceptions, motivational regulation, and achievement emotions to assess the differential effects of these feedback conditions.ResultsAll feedback types were perceived as useful relative to the simple feedback condition. Norm‐referenced feedback showed detrimental effects for motivational regulation, whereas combined feedback led to more desirable motivational states. Further, criterion‐referenced feedback led to more positive emotions for overperformers and to more negative emotions for underperformers. The findings are discussed in light of the broader feedback literature, and recommendations for designing automated and personalized formative feedback messages for computer‐supported collaborative learning are presented.

Experiences of medical students and faculty regarding the use of long case as a formative assessment method at a tertiary care teaching hospital in a low resource setting: a qualitative study

IntroductionThe long case is used to assess medical students’ proficiency in performing clinical tasks. As a formative assessment, the purpose is to offer feedback on performance, aiming to enhance and expedite clinical learning. The long case stands out as one of the primary formative assessment methods for clinical clerkship in low-resource settings but has received little attention in the literature.ObjectiveTo explore the experiences of medical students and faculty regarding the use of the Long Case Study as a formative assessment method at a tertiary care teaching hospital in a low-resource setting.MethodologyA qualitative study design was used. The study was conducted at Makerere University, a low-resource setting. The study participants were third- and fifth-year medical students as well as lecturers. Purposive sampling was utilized to recruit participants. Data collection comprised six Focus Group Discussions with students and five Key Informant Interviews with lecturers. The qualitative data were analyzed by inductive thematic analysis.ResultsThree themes emerged from the study: ward placement, case presentation, and case assessment and feedback. The findings revealed that students conduct their long cases at patients’ bedside within specific wards/units assigned for the entire clerkship. Effective supervision, feedback, and marks were highlighted as crucial practices that positively impact the learning process. However, challenges such as insufficient orientation to the long case, the super-specialization of the hospital wards, pressure to hunt for marks, and inadequate feedback practices were identified.ConclusionThe long case offers students exposure to real patients in a clinical setting. However, in tertiary care teaching hospitals, it’s crucial to ensure proper design and implementation of this practice to enable students’ exposure to a variety of cases. Adequate and effective supervision and feedback create valuable opportunities for each learner to present cases and receive corrections.

Feedback providers’ contributions of and benefits from engaging in online peer micro-teaching feedback practices

Although peer feedback is highly valued in the feedback process, the specific contribution of feedback providers in this process remains unclear. In this qualitative multiple-case study, the primary focus was to explore the contribution of feedback providers and the benefits they obtained through online peer micro-teaching practices. The study encompassed both anonymity and non-anonymity settings through a videoconferencing platform, involving 20 student teachers pursuing a Bachelor of Education (English language). Data collection methods included semi-structured interviews, reflective journals and online classroom observations. The findings revealed that both anonymous and identified groups provided feedback of the same quality and types. Proactive feedback provision fostered the development of an online learning community, facilitated multimodal learning and enhanced peer cohesion. The student teachers who assumed the role of feedback providers in this study experienced cognitive, behavioural and socio-affective gains during their learning process.

Evaluation of feedback as an assessment for learning strategy in accounting education

Feedback is essential for the development and progress of learners in subjects like accounting. Teachers provide the necessary information about completed work and an opportunity for learners to improve. However, the literature indicates that teachers often struggle to provide effective feedback due to a lack of knowledge in feedback practices that facilitate learning. This study utilised critical pedagogy as a theoretical framework to create a meaningful, just, and conducive learning environment that can change and improve the educational conditions of accounting teachers. Furthermore, the study employed a qualitative research approach with Participatory Action Research (PAR) as the research design, allowing participants to take action to create a transformed teaching and learning environment that provides effective feedback. The study included five participants, selected using purposeful sampling, and data was generated from focus group meetings and workshops. Thematic analysis was employed to analyse the qualitative data. The findings indicated that accounting teachers used procedural and evaluative feedback methods to provide feedback, which was found to be ineffective, discouraging, and unclear to learners. However, as PAR was used as a research design, the subsequent findings after the workshop revealed that accounting teachers found descriptive feedback to be an effective method to improve learning. Learners found it to be specific and provide guidance and support.

Taking a closer look together

Abstract Peer response writing groups support faculty in their development as scholarly writers around the globe. Nevertheless, little is known about feedback provision inside these groups. This work analyses written and oral comments in a faculty writing group to determine how feedback progressed as meetings developed. Results indicate that participants shifted from mainly correcting or giving directions to eliciting clarification, confirmation or information. Similarly, orally retaken comments (oral comments that referred to previous written comments) changed from discussing linguistic accuracy issues to centring on the content and cohesion/coherence of the text, with most of the latter prompting exchanges among participants. With continued participation members moved from mainly offering corrections to establishing a dialogue with authors. In writing groups faculty safely engage in peer feedback practices that enrich texts and writers.

Radiologist preferences for faculty development initiatives to improve resident feedback in the era of competency-based medical education

ABSTRACT Introduction Since 2022, all Canadian post-graduate medical programs have transitioned to a Competence by Design (CBD) model within a Competency-Based Medical Education (CBME) framework. The CBME model emphasized more frequent, formative assessment of residents to evaluate their progress towards predefined competencies in comparison to traditional medical education models. Faculty members therefore have increased responsibility for providing assessments to residents on a more regular basis, which has associated challenges. Our study explores faculty assessment behaviours within the CBD framework and assesses their openness to opportunities aimed at improving the quality of written feedback. Specifically, we explore faculty’s receptiveness to routine metric performance reports that offer comprehensive feedback on their assessment patterns. Methods Online surveys were distributed to all 28 radiology faculty at Queen’s University. Data were collected on demographics, feedback practices, motivations for improving the teacher-learner feedback exchange, and openness to metric performance reports and quality improvement measures. Following descriptive statistics, unpaired t-tests and one-way analysis of variance were conducted to compare groups based on experience and subspecialty. Results The response rate was 89% (25/28 faculty). 56% of faculty were likely to complete evaluations after working with a resident. Regarding the degree to which faculty felt written feedback is important, 62% found it at least moderately important. A majority (67%) believed that performance reports could influence their evaluation approach, with volume of written feedback being the most likely to change. Faculty expressed interest in feedback-focused development opportunities (67%), favouring Grand Rounds and workshops. Conclusion Assessment of preceptor perceptions reveals that faculty recognize the importance of offering high-quality written feedback to learners. Faculty openness to quality improvement interventions for curricular reform relies on having sufficient time, knowledge, and skills for effective assessments. This suggests that integrating routine performance metrics into faculty assessments could serve as a catalyst for enhancing future feedback quality.

Designing relational feedback: a rapid review and qualitative synthesis

Feedback has long been considered a significant lever to enhance learning experience and success in higher education. However, students have shown much discontent with the current feedback practice. Feedback experienced as a relational process in which students feel recognized and valued is perceived as paramount for helping support the uptake of feedback and promote positive learning dispositions. However, little attention has been paid to suggesting how instructors in higher educational institutions can facilitate relational feedback. In response, we conducted a rapid literature review with a particular focus on the creation of feedback content. In total, 17 peer-reviewed publications on relational feedback are included. Based on a qualitative analysis of these papers, we developed a framework of 12 characteristics for offering relational feedback. These 12 characteristics were further categorised into four types of feedback conductive to a relational process, including (i) clarifying performance, (ii) suggesting improvement, (iii) inviting further communication, and (iv) evoking positive emotions. We examined how each of these characteristics supports the relational aspects of feedback. Based on the qualitative analysis results, we offered practical recommendations for instructors to apply relational feedback in their pedagogical practices.