Holistic Feedback Research Articles

P125 Development of a holistic feedback package to support quality improvement in cystic fibrosis centres in the UK

P125 Development of a holistic feedback package to support quality improvement in cystic fibrosis centres in the UK

Feedback as Scaffolded Instruction in the Assessment of L2 Writing Tasks

This study focuses on exploring the relationship between the concept of learner autonomy and foreign language writing feedback. A sample of 4 writing conferences were transcribed in order to carry out spoken discourse analysis based on the Burton (1981) model, which is directly derived from the Sinclair and Coulthard (1975) model. The aim was to linguistically ascertain the instructor’s attempt to stimulate learner autonomy through scaffolding based on the three principles of Little (2000). It was important to also take into cognizance the concomitant discourse that accompanies such an attempt in an effort to compare the findings with those observed in the initial study done on conferences, which involved more holistic feedback on the whole essay. The design also made use of short retrospective self-reports where L2 writers recorded their thoughts and comments directly following the feedback they received in each conference. This study builds on a previous study which demonstrated how writing instructors often mistakenly presuppose that learners have reached their perspective on a writing revision. This happens at a point much earlier than expected when in fact, learners appear to be cognitively engaged at a point much later than when they claim understanding of the revision being made. The present study expands on the original by comparing the quality of discourse observed in the previous study, which involved more holistic feedback on writing, especially when feedback is more focused and limited to one section of writing. Findings suggest that minimizing feedback results in instructor discourse that is more superior as a scaffolding instrument, while learner discourse shows more evidence of metacognitive activity and reflection. Paradoxically, curtailing feedback which facilitates learning and task acquisition during the assessment of writing actually renders it more scaffolded in nature, thus resulting in more positive outcomes for both the instructor and L2 learner. The theoretical and pedagogical implications of this are discussed extensively.

Five Priorities to Help Learners in the Online Classroom

To maximize online student learning, instructors should prioritize their time towards instructional strategies that students deem most impactful, such as providing individualized, one-to-one feedback; adopting a holistic feedback approach; engaging in asynchronous discussion forums; curating relevant content resources; and presenting instructional content in efficient, versatile formats. As research reveals, learners value instructor feedback and engagement in online discussions above all else, thereby guiding where educators should focus their limited instructional time.

Does students’ satisfaction matter to faculty job satisfaction in higher education?

ABSTRACT Drawing on the marketing aspects of customer satisfaction, this paper provides insights into the relationship between students’ and lecturers’ satisfaction in a higher education institution. The study critically adopts the logic of relationship marketing, arguing that students’ satisfaction affects lecturers’ job satisfaction. The relationship between students’ and lecturers’ satisfaction is explored using Balance Theory and Herzberg’s Motivation Theory. The Critical Incident Technique is used for data collection through interviews with student-lecturer dyads. The findings indicate that lecturers’ job satisfaction increases when students’ holistic feedback is explicitly shared with lecturers. Hence, investing in the communication of students’ satisfaction enhances lecturers’ job satisfaction. The current work adds a critical perspective to the relationship between lecturers’ and students’ satisfaction. It highlights a reversal of the accepted logic of relationship marketing, arguing that students’ satisfaction affects lecturers’ satisfaction. The methodological contribution of this work offers a new approach to using critical incident analysis techniques in dyads of students and lecturers.

The task coordination method of intelligence‐alliance innovation team of universities in Western China

AbstractTo resolve the dilemma among a shortage of high‐end talents, low level of scientific research and a huge brain drain in western universities in China, we proposes a way out by building an intelligence‐alliance innovation team—a new interregional and multiagent cooperation mode. We identify major disagreements that hamper a fruitful collaboration, and then analyze reasons of such poor coordination. Given diversified backgrounds and different preferences of intelligence‐alliance innovation teams, we suggest multiagent group decision‐making as a method of seeking task coordination for participants in conflict and their problem‐solvers. Finally, a specific case is given to prove that this method can improve task coordination of intelligence‐alliance innovation teams, and that holistic feedback coordination may be the best scheme of task coordination for intelligence‐alliance innovation teams.

CrowdFolio

Freelancers increasingly earn their livelihood through online marketplaces. To attract new clients, freelancers continuously curate their online portfolios to convey their unique skills and style. However, many lack access to rapid, regular, and inexpensive feedback needed to improve their portfolios. Existing crowd feedback systems, which collect feedback on individual creative projects (i.e., decomposed approach), could fill this need, but it is unclear how they might support feedback on multiple projects (i.e., holistic approach). In a between-subjects study with 30 freelancers, we compared decomposed and holistic feedback collection approaches using CrowdFolio, a crowd feedback system for portfolios. The holistic approach helped freelancers discover new ways to describe their work, while the decomposed approach provided detailed insight about the visual attractiveness of projects. This study contributes evidence that portfolio feedback systems, regardless of collection approach, can positively support professional development by impacting how freelancers portray themselves online and reflect on their identity.

Computer-Based Classification of Preservice Physics Teachers\u2019 Written Reflections

Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers’ written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers’ written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.

El proceso de devolución sobre la escritura académica en inglés: percepciones de docentes universitarios

Many studies in the field of academic writing have focused on studying written teacher feedback (WTF) on texts written by students of English as a Second Language (ESL). One line of research within this field has been the analysis of teachers’ and students’ perceptions and attitudes toward WTF. The objective of this qualitative investigation is to analyze teachers’ perceptions about their WTF practices with spanish-speaking students in the English Teacher Training Program at Universidad Nacional de Mar del Plata, Argentina, on their written productions in ESL. Different writing instructors in the program were surveyed on several forms of TWF. Results show that teachers prefer holistic feedback on the organization and coherence of ideas as well as on linguistic aspects rather than selective feedback. Teachers also take into account the emotional impact on the students of their WTF practices, which are determined by factors such as lack of time and the clarity of the different kinds of comments. Finally, they agree on the educational power of TWF as they believe its conducive to learning and helps students become autonomous learners. These results reveal the importance of explaining to the students the WTF criteria prior to writing in order to make it more effective.

Takes Tutu to Ballet

Mirrors have been a core feature in ballet studios for over five hundred years. While physical mirrors provide real-time feedback, they do not inform dancers of their errors. Thus, technologies such as motion tracking have been used to augment what a physical mirror can provide. Current augmented mirrors, however, only implement one mode of communication, usually visual, and do not provide a holistic feedback to dancers that includes all the feedback elements commonly used in ballet classes. We conducted a mixed-method study with 16 novices and 16 expert dancers in which we compared two different modes of communication (visual and verbal), two different types of feedback (value and corrective) and two levels of guidance (mirror, or no mirror). Participants' ballet technique scores were evaluated by a remote teacher on eight ballet combinations (tendue, adagio, pirouette, saute, plié, degage, frappe and battement tendue). We report quantitative and qualitative results that show how the level of guidance, mode of communication, and type of feedback, needs to be tuned in different ways for novices and experts.

Holistic feedback approach with video and peer discussion under teacher supervision

BackgroundHigh quality feedback is vital to learning in medical education but many students and teachers have expressed dissatisfaction on current feedback practices. Lack of teachers’ insight into students’ feedback requirements may be a key, which might be addressed by giving control to the students with student led feedback practices. The conceptual framework was built on three dimensions of learning theory by Illeris and Vygotsky’s zone of proximal development and scaffolding. We introduced a feedback session with self-reflection and peer feedback in the form of open discussion on video-recorded student performances under teacher’s guidance. The aims of this qualitative study were to explore students’ perception on this holistic feedback approach and to investigate ways of maximising effective feedback and learning.MethodsSemi-structured interviews were used to gather data which were evaluated using a thematic analytical approach. The participants were third year medical students of Imperial College London on clinical placements at Hillingdon Hospital.ResultsVideo based self-reflection helped some students to identify mistakes in communication and technical skills of which they were unaware prior to the session. Those who were new to video feedback found their expected self-image different to that of their actual image on video, leading to some distress. However many also identified that mistakes were not unique to themselves through peer videos and learnt from both model performances and from each other’s mistakes. Balancing honest feedback with empathy was a challenge for many during peer discussion. The teacher played a vital role in making the session a success by providing guidance and a supportive environment.ConclusionsThis study has demonstrated many potential benefits of this holistic feedback approach with video based self-reflection and peer discussion with students engaging at a deeper cognitive level than the standard descriptive feedback.

From Theory to Practice: Utilizing Competency-based Milestones to Assess Professional Growth and Development in the Foundational Science Blocks of a Pre-Clerkship Medical School Curriculum.

Physicians-in-training require skills and attitudes beyond medical knowledge in order to mature into successful clinicians. However, because assessments in pre-clerkship curricula historically have focused almost exclusively on medical knowledge, faculty contributions to early student development often have been limited. To address this challenge and enhance student progress, we re-designed our pre-clerkship curriculum to include settings in which diverse facets of student performance could be observed and fostered. Concurrently, we transitioned to an assessment strategy focused on competency-based milestones. The implementation of this strategy has allowed pre-clerkship science faculty to provide early-stage students with rich holistic feedback designed to stimulate their professional growth.

Online Full-Time Faculty’S Perceptions of Ideal Evaluation Processes

Abstract Post-secondary institutions around the world use various methods to evaluate the teaching performance of faculty members. Effective evaluations identify areas of instructional strength, provide faculty with opportunities for growth, and allow for reflective inquiry. While there is an extensive body of research related to the evaluation of faculty in traditional settings, there have been few studies examining online faculty members’ perceptions of evaluation processes. The present study involved dissemination of an e-survey to online full-time faculty at a large university in the Southwest United States, as well as qualitative content analysis of survey data. Findings suggest that online full-time faculty expressed interest in improvement as instructors, distinct from modality, and preferred descriptive, qualitative, and holistic feedback rather than quantitative or punitive feedback. Further, participants articulated a desire to be evaluated by those with content-specific knowledge rather than teaching expertise in the online environment. This study has implications for online distance administrators and those stakeholders involved in online faculty evaluation. Additional research is needed to continue to establish a baseline for how online faculty members conceptualize ideal evaluation processes.

Web‐based peer assessment: feedback for students with various thinking‐styles

Abstract This study used aptitude treatment interaction design to examine how feedback formats (specific vs. holistic) and executive thinking styles (high vs. low) affect web‐based peer assessment. An Internet‐based (anonymous) peer‐assessment system was developed and used by 58 computer science students who submitted assignments for peer review. The results indicated that while students with high executive thinking styles significantly improved over two rounds of peer assessment, low executive students did not improve through the cycles. In addition, high executive students contributed substantially better feedback than their low executive counterparts. In the second round of peer assessment, thinking style and feedback format interactively affected student learning. Low executive students receiving specific feedback significantly outperformed those receiving holistic feedback. In receiving holistic feedback, high executive thinkers outperformed their low executive counterparts. This study suggests that future web‐based peer assessment adopts a specific feedback format for all students.

Two Feedback Types: Do They Make A Difference?

This study contrasts the effects of two distinct ways of respon ding to a student essay: discrete-item attention to form and holistic feedback on meaning. In examining the before- and after-essays of a linguistically diverse group of 26 college freshmen, it shows that the use of a holistic response is likely to increase a student's awareness of sentence boundaries more than the alternative. In other words, responding to content results in improvements in grammatical accu racy. General implications are also addressed.