Quality Of Feedback Research Articles

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.

Feedback in an Entrustment-Based Objective Structured Clinical Examination: Analysis of Content and Scoring Methods.

Background The integration of entrustable professional activities (EPAs) within objective structured clinical examinations (OSCEs) has yielded a valuable avenue for delivering timely feedback to residents. However, concerns about feedback quality persist. Objective This study aimed to assess the quality and content alignment of verbal feedback provided by examiners during an entrustment-based OSCE. Methods We conducted a progress test OSCE for internal medicine residents in 2022, assessing 7 EPAs. The immediate 2-minute feedback provided by examiners was recorded and analyzed using the Quality of Assessment of Learning (QuAL) score. We also analyzed the degree of alignment with EPA learning objectives: competency milestones and task-specific abilities. In a randomized crossover experiment, we compared the impact of 2 scoring methods used to assess residents' clinical performance (3-point entrustability scales vs task-specific checklists) on feedback quality and alignment. Results Twenty-one examiners provided feedback to 67 residents. The feedback demonstrated high quality (mean QuAL score 4.3 of 5) and significant alignment with the learning objectives of the EPAs. On average, examiners addressed in their feedback 2.5 milestones (61%) and 1.2 task-specific abilities (46%). The scoring methods used had no significant impact on QuAL scores (95% CI -0.3, 0.1, P=.28), alignment with competency milestones (95% CI -0.4, 0.1, P=.13), or alignment with task-specific abilities (95% CI -0.3, 0.1, P=.29). Conclusions In our entrustment-based OSCE, examiners consistently offered valuable feedback aligned with intended learning outcomes. Notably, we explored high-quality feedback and alignment as separate dimensions, finding no significant impact from our 2 scoring methods on either aspect.

QAPI 115 - A Structured Approach to Infection Control Coverage of Outpatient Clinics Facilitates Consistent Quality Evaluations and Feedback Delivery

QAPI 115 - A Structured Approach to Infection Control Coverage of Outpatient Clinics Facilitates Consistent Quality Evaluations and Feedback Delivery

Child Forensic Interviewing: Recommendations by the European Association of Psychology and Law

Child interviews should be conducted according to best practice standards, acknowledging developmental, social, and cultural aspects, and using evidence-based interviewing protocols that rely on open-ended questions (e.g., “Tell me what happened”), including when interviews take place with the help of interpreters. Interviewers need to engage in hypothesis-testing (exploring alternative explanations to the allegation at hand) to reduce the risk of bias and they should be supported by continuous training with individualized feedback and constructive quality assessment. Child interviews should be electronically recorded to assess interview quality and to evaluate interview practices. Criminal justice systems should move towards using interview records as evidence in court to avoid subjecting children to stressful and counterproductive cross-examinations.

대학 교양수업에서 프로젝트기반학습 성과에 영향을 미치는 수업 요인 분석

Objectives Establishing team satisfaction, task authenticity, the quality of instructor feedback, task burden, and the appropriateness of assessment as instructional factors for project-based learning in university liberal arts courses, this study investigated the moderating effects of emotional intelligence on the relationship between each instructional factor and perceived team achievement. Methods After conducting a pre-survey to measure emotional intelligence among 72 students enrolled in a liberal arts course, a six-week project-based learning was implemented. Following the conclusion of the project-based learning, a post-survey was conducted to measure the quality of five instructional factors and team achievement. Initially, independent sample t-tests and one-way ANOVA were conducted to examine whether there were dif-ferences in the measured variable values based on participants' gender, grade, and major. Subsequently, using Process Macro v4.20 and Model 1, the relationship between project-based learning instructional factors and team achievement was analyzed, as well as the moderating effects of emotional intelligence. Results The relationship between team satisfaction and team achievement as well as the appropriateness of as-sessment and team achievement, was found to be significantly moderated by emotional intelligence. Emotional intelligence was revealed to be particularly effective in enhancing team achievement when team satisfaction and the appropriateness of assessment were relatively low. Conclusions To enhance the success of project-based learning in university liberal arts courses, it is evident that, in addition to emotional intelligence, consideration must be given to all six instructional factors when designing and implementing the course. Attention should be directed towards devising strategies to enhance emotional in-telligence, especially when team satisfaction and assessment appropriateness are not ensured.

Development of Trustworthiness for Cloud Service Providers Using DBN-Based Trust Model in Cloud Computing Environment

In order to facilitate diverse computing resources and services, cloud computing has evolve into a promising paradigm on-demand over the internet. To access services, cloud users have to rely on third-party service providers. Choosing a suitable Cloud Service Provider (CSP) with a raise in available cloud services in order to deliver the service safely is considered a serious concern for users. Regrettably, there are various problems that minimize the growth of cloud computing, like privacy, security loss, and control. The security issue is regarded as the most important element that could avoid the evolution of cloud computing. In the cloud environment, to handle the user’s requests, trust measures play a significant role when choosing appropriate service providers. Therefore, trustworthiness evaluation of CSP prior to choosing it to facilitate the service has become a significant obligation in cloud environment. In this work, a trust model, Deep Behavioral Feedback Quality of Service and Statistics based trust (Deep BFQS-trust), is developed to calculate trustworthiness of CSP based on its feedback and behavior, QoS and statistics-based given by the users. Also, to calculate behavioral trust values, various QoS attributes are considered. In order to maintain and calculate feedback trust value for service provider, diverse parameters from service level agreement are utilized. By computing the collective trust, trustworthiness of cloud service provider is judged that is computed by these trust factors. Moreover, the weights of the collective trust are determined by employing Deep belief network (DBN) model. Finally, the proposed Deep BFQS-trust technique is compared with the existing approaches, and exhibits that the proposed model attained utmost trustworthiness and successful interaction with the values of 0.860 and 0.888, respectively.

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.

Automated Sign Language Vocabulary Assessment: Comparing Human and Machine Ratings and Studying Learner Perceptions

ABSTRACT Although automated spoken language assessment is rapidly growing, such systems have not been widely developed for signed languages. This study provides validity evidence for an automated web application that was developed to assess and give feedback on handshape and hand movement of L2 learners’ Swiss German Sign Language signs. The study shows good machine-internal and human-machine agreement through many-facet Rasch analysis. Learner perceptions examined through questionnaire responses indicate that the automated system occasionally generated ratings which impacted the quality of feedback at the level of individual signs for individual learners. Implications are discussed from a learning-oriented assessment perspective.

Exploring factors influencing the acceptance of ChatGPT in higher education: A smart education perspective

AI-powered chatbots hold great promise for enhancing learning experiences and outcomes in today's rapidly evolving education system. However, despite the increasing demand for such technologies, there remains a significant research gap regarding the factors influencing users' acceptance and adoption of AI-powered chatbots in educational contexts. This study aims to address this gap by investigating the factors that shape users' attitudes, intentions, and behaviors towards adopting ChatGPT for smart education systems. This research employed a quantitative research approach, data were collected from 458 of participants through a structured questionnaire designed to measure various constructs related to technology acceptance, including perceived ease of use, perceived usefulness, feedback quality, assessment quality, subject norms, attitude towards use, and behavioral intention to use ChatGPT. Structural model analysis (SEM) Statistical techniques were then utilized to examine the relationships between these constructs. The findings of the study revealed that Perceived ease of use and perceived usefulness emerged as significant predictors of users' attitudes towards ChatGPT for smart education. Additionally, feedback quality, assessment quality, and subject norms were found to positively influence users' behavioral intentions to use ChatGPT for smart educational purposes. Moreover, users' attitudes towards use and behavioral intentions were significantly proved for the actual adoption of ChatGPT. However, a few hypotheses, such as the relationship between trust in ChatGPT and perceived usefulness, were not supported by the data. This study contributes to the existing body information systems applications for the determining factor of technology acceptance in smart education context.

Exploring the impact of performance management systems and feedback quality on employee motivation: investigating the mediating role of self-efficacy

Purpose: The goal of performance management is to guarantee that teams and individuals receive the tools necessary for growth, the acknowledgement they merit for motivation, and the accountability to understand expectations. Performance management makes sure that the organization's ideals are upheld in daily operations and that teams are in agreement over priorities. Method: This study's mixed-method approach research design incorporates both quantitative and qualitative data. Because it allows for a thorough analysis of the effects of performance management systems on employee performance, a case study design is used. Result and Conclusion: To sum up, this study provides insightful information about the complex opinions that workers at different organisational levels have about performance management systems. The results highlight the necessity of clear communication, focused training, and ongoing assessment in order to maximise the effect of PMS on worker productivity and organisational success. Implication of Research: The findings showed that 36.7% of respondents denied having PMS, while 56.7% of respondents admitted to having it. Furthermore, 16.6% of respondents said they were unsure if PMS actually existed. Originality/Value: Opinions on how satisfied people were with the current PMS differed. 46.7% of respondents said they were satisfied, 36.7% said they were not, and 16.6% said they were unsure about their level of satisfaction.

Enhancing active learning through collaboration between human teachers and generative AI

To address the increasing demand for AI literacy, we introduced a novel active learning approach that leverages both teaching assistants (TAs) and generative AI to provide feedback during in-class exercises. This method was evaluated through two studies in separate Computer Science courses, focusing on the roles and impacts of TAs in this learning environment, as well as their collaboration with ChatGPT in enhancing student feedback. The studies revealed that TAs were effective in accurately determining students’ progress and struggles, particularly in areas such as “backtracking”, where students faced significant challenges. This intervention’s success was evident from high student engagement and satisfaction levels, as reported in an end-of-semester survey. Further findings highlighted that while TAs provided detailed technical assessments and identified conceptual gaps effectively, ChatGPT excelled in presenting clarifying examples and offering motivational support. Despite some TAs’ resistance to fully embracing the feedback guidelines-specifically their reluctance to provide encouragement-the collaborative feedback process between TAs and ChatGPT improved the quality of feedback in several aspects, including technical accuracy and clarity in explaining conceptual issues. These results suggest that integrating human and artificial intelligence in educational settings can significantly enhance traditional teaching methods, creating a more dynamic and responsive learning environment. Future research will aim to improve both the quality and efficiency of feedback, capitalizing on unique strengths of both human and AI to further advance educational practices in the field of computing.

Developing evaluation measures for health departments sharing and linking HIV and STI surveillance data

Enhancing data sharing, quality, and use across siloed HIV and STI programs is critical for national and global initiatives to reduce new HIV infections and improve the health of people with HIV. As part of the Enhancing Linkage of STI and HIV Surveillance Data in the Ryan White HIV/AIDS Program initiative, four health departments (HDs) in the U.S. received technical assistance to better share and link their HIV and STI surveillance data. The process used to develop evaluation measures assessing implementation and outcomes of linking HIV and STI data systems involved six steps: 1) measure selection and development, 2) review and refinement, 3) testing, 4) implementation and data collection, 5) data quality review and feedback, and 6) dissemination. Findings from pilot testing warranted slight adaptations, including starting with a core set of measures and progressively scaling up. Early findings showed improvements in data quality over time. Lessons learned included identifying and engaging key stakeholders early; developing resources to assist HDs; and considering measure development as iterative processes requiring periodic review and reassessment to ensure continued utility. These findings can guide programs and evaluations, especially those linking data across multiple systems, in developing measures to track implementation and outcomes over time.

Students’ perceptions of the quality and utility of assessment feedback: Implications for educational leadership and quality assurance

In this article, the researchers present the results of an investigation into students’ perceptions of the quality and utility of assessment feedback, and implications for educational leadership and quality assurance. A quantitative approach was taken to conduct a survey among a wide representation of students in one academic unit at a University in Jamaica. Data were collected over a 1-month period. This survey was administered online using the students’ group email addresses and allowing voluntary participation. Using a 20-point questionnaire with close-ended items, the researchers investigated student’s perceptions about the methods used to provide assessment feedback, the quality of feedback, timeliness of the feedback, students’ attitude toward feedback, as well as the utility and value of the assessment feedback. The findings of this study were similar to what was found in the literature. For students to value and use assessment feedback, it must be clear, specific, provide directions for improvement, and must be communicated in a timely manner, using the most appropriate method. Both the students’ perceptions of the quality of assessment feedback and their utility of assessment feedback were good. The findings of this study have implications for educational leadership and quality assurance.

Nursing intervention and quality feedback guided by stress system theory in neurological function recovery and post-traumatic growth of patients with acute primary cerebral hemorrhage

Objective To explore the effect of nursing intervention and quality feedback guided by stress system theory on neurological function recovery and post-traumatic growth in patients with cerebral hemorrhage. Methods 120 patients with cerebral hemorrhage admitted to our hospital from October 2022 to November 2023 were selected, 47 patients in the control group received routine medical care, and 73 patients in the observation group were added nursing intervention measures under the guidance of stress system theory on this basis. The effects of the intervention were evaluated by Posttraumatic Growth Inventory (PTGI), self-rating Anxiety Scale (SAS), self-rating Depression Scale (SDS), Barthel index (BI) and Chinese scale of clinical neurological impairment in stroke patients (CSS). Results After intervention, the PTGI score in the observation group was significantly higher than that in the control group (p < 0.05). The SAS and SDS scores were significantly lower than those of the control group (p < 0.001), indicating that the nursing intervention effectively alleviated the anxiety and depression of patients. At the same time, the BI index of the observation group was significantly increased, and the CSS score was significantly decreased (p < 0.001), indicating that the patients’ self-care ability of daily life and the recovery level of neurological function were significantly improved. Conclusion Nursing intervention and quality feedback strategy under the guidance of stress system theory can effectively improve the neurological recovery ability and post-traumatic growth level of patients with cerebral hemorrhage, and has a significant effect on improving the psychological state and quality of life of patients.

Exploring Feedback Mechanics during Experiential Learning in Pharmacy Education: A Scoping Review.

(1) Background: This scoping review aims to explore the literature on feedback for pharmacy students during experiential learning, with a focus on identifying the modes of delivery of feedback and the perceived impact of feedback on student learning outcomes. (2) Methods: The scoping review was conducted in accordance with the Joanna Briggs Institute (JBI) methodology and reported following the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) guidelines. PubMed, Web of Science, Embase, EBSCO, ERIC, and ProQuest Central were searched electronically from their inception until the end of February 2023 using a combination of keywords and MeSH terms related to feedback, pharmacy education, and student learning outcomes. Data were synthesized narratively. (3) Results: This review included 13 studies published between 2008 and 2022. Almost half of the included studies were conducted in the USA (n = 6, 46%) and reported the perspective of undergraduate pharmacy students (n = 6, 46%). Verbal feedback was the most common mode of feedback delivery (n = 6, 46%). The enablers of effective feedback included timely feedback (n = 6, 46%), feedback provided in a goal-oriented and objective manner (n = 5, 40%), and student-specific feedback (n = 4, 30%). On the other hand, the most common impediments to feedback efficacy were providing extremely positive feedback and lack of constructive criticism. (4) Conclusions: Our findings highlight the importance of feedback model implementation in pharmacy education and preceptor training programs to ensure effective and quality feedback to pharmacy students.

THE FEEDBACK CORRECTIVE NATURE IN ESSAYS

Given that the teachers’ feedback is among the essential factors that affect students’ achievements, the present study examines the teachers’ feedback quality in essays in the secondary education of the RNM, regarding its corrective nature, in the teaching subject Macedonian language and literature. Thus, the aim is to obtain a general picture on the feedback quality having in mind the theoretical indications on the way the feedback should be provided to fulfill its main function, i.e. to be corrective and to guide students’ toward improvement of their learning and achievements. The sample consists of 50 students’ essays, from first to fourth grade of the secondary education, on which teachers’ feedback is written, and the analysis rests upon coding and the inductive-interpretative method, and the comparison, as well. The research results indicate that there is a gap between the theory and the practice, i.e. the teachers’ feedback loses its corrective character. Instead of directing the students to undertake actions for enhancement of the identified shortcomings, the analyzed feedback comes down to the phrase be careful followed by the aspect on which the students should focus on, thus limiting their further steps in learning.

Does ungrading promote student engagement and learning in Course-based Undergraduate Research Experiences (CUREs)?

The goal of assessment should be to encourage learning to drive student engagement and success. However, grades make students focus on the evaluation of their work, often limiting the learning process. In forcing me to rank students, grades promote extrinsic rather than intrinsic motivation and direct attention to how well students are doing rather than engaging them with what they are doing. Ungrading is an alternative approach to grading that increases the focus on feedback and growth and decreases the emphasis on "points." In the Fall 2023 semester, I piloted ungrading in one introductory and in two advanced Course-Based Undergraduate Research Experiences (CUREs). Although students will earn a grade for the course at the end of the semester, they did not get letter or number grades for individual assignments. Student learning was assessed using qualitative, not quantitative, approaches with an emphasis on quality feedback from me, reflections/self-assessments/surveys where students think critically about their own learning, and peer review for certain assignments and activities. In addition to the course learning goals, each student set individual goals for the course at the beginning of the semester, discussed their progress with me, and shared evidence of their learning throughout the semester. At mid-semester and also at the end, students suggested a course grade and explained how they arrived at that grade. Initial analysis of mid-term reflections/self-assessments shows evidence of students making progress towards personal goals as well as course learning goals: they are asking me more questions about the assignments both before submitting them and after receiving feedback, and they are actually reading my feedback; and the grades they suggested for themselves are mostly in agreement with my evaluation of their progress. Overall, students are engaged during class and seem more relaxed and less stressed because they are not worried about earning as many points as possible for each assignment. Further analysis of reflections and self-assessments will highlight student expectations and attitudes towards ungrading and showcase evidence of learning. Student feedback on an end-of-course survey about ungrading will help me refine the approach to improve student learning in future courses. I predict implementation of this ungrading policy in my courses will foster a collaborative and equitable environment where students are encouraged to learn and grow, and I plan to adapt this alternative grading practice in my animal physiology course as well as an additional advanced CURE in the Spring 2024 semester. All protocols were approved by Rice University IRB (Protocol IRB-FY-2023-239). Rice University Department of Biosciences. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Teknik untuk Mendapatkan Umpan Balik dalam Proses Pembelajaran

Getting quality feedback is important in many aspects of life. The teaching and learning process at school cannot be separated from the provision of teacher feedback to students. Feedback is necessary because it can provide information about students' abilities, guiding their ignorance at the time of learning something new and complex. However, in reality, not all teachers provide feedback that can motivate students' learning behavior. The method used in writing this article is the literature method by first collecting study materials and materials from various sources, namely books, journals, and related articles. The author formulates the existence of feedback techniques in the learning process, including several kinds of aids that can be received by students, so that they are easier to understand the lesson, namely visual, audio, and audio-visual aids. In addition, the role of motivation and media in the learning process for students is also very important and this can help the continuity of the teaching and learning process and the achievement of learning objectives.

Using an Online Teaching Platform to Improve Corrective Feedback Practices in EFL Writing Lessons

Distance education has become a prominent part of the education system around the globe in recent years. The limitations and problems encountered during online lessons have made teachers and administrators overlook the many benefits that distance education can offer. In an attempt to dispel this misconception, this study shows that not only can online lessons match the efficiency of traditional face-to-face lessons, but they can actually become more efficient in teaching writing to EFL students. Sixteen undergraduate students from a state university received online EFL writing lessons for two months using Google Classroom. A questionnaire was created to investigate the benefits of using this online platform in such lessons. The results were interpreted by calculating the average means for each questionnaire section and examining participant answers to open-ended questions. Overall, the participants declared that the use of Google Classroom improved both the quality and quantity of feedback, interaction, and group work in online lessons, resulting in better learning outcomes.

Use the right words: evaluating the effect of word choice and word count on quality of narrative feedback in ophthalmology competency-based medical education assessments

Background: The purpose of this study was to investigate the effect of word choice on the quality of narrative feedback in ophthalmology resident trainee assessments following the introduction of competency-based medical education at Queen’s University. Methods: Assessment data from July 2017-December 2020 were retrieved from ElentraTM (Integrated Teaching and Learning Platform) and anonymized. Written feedback was assigned a Quality of Assessment for Learning (QuAL) score out of five based on this previously validated rubric. The correlation between QuAL score and specific coaching words was determined using a Spearman’s Rho analysis. Independent samples t-tests were used to compare the QuAL score when a specific word was used, and when it was absent. Results: A total of 1997 individual assessments were used in this analysis. The number of times the identified coaching words were used within a comment was significantly and positively associated with the total QuAL score, with the exception of “next time” (rho=0.039, p=0.082), “read” (rho = 0.036, p = 0.112), “read more” (rho = -0.025, p = 0.256) and “review” (rho = -0.017, p = 0.440). The strongest correlations were for “continue” (rho = 0.182, p &lt; 0.001), “try(ing)” (rho = 0.113, p &lt; 0.001) and “next step” (rho = 0.103, p &lt; 0.001). The mean value of the QuAL score increased when coaching words were used vs. not used with the largest mean difference of 1.44 (p &lt; 0.001) for “reflect”. A clear positive relationship was demonstrated between word count and QuAL score (rho = .556, p &lt; 0.001). Conclusions: The use of certain coaching words in written comments may improve the quality of feedback.