Item-by-Item Versus End-of-Test Feedback in a Computer-Based PSI Course

This study examined the effects of three different types of computer feedback on the following variables in a Personalized System of Instruction (PSI) course: unit quiz and final exam performance, the amount of time tutors and other teaching staff spent answering student questions, and students' preference for each type of feedback. The feedback conditions were the following: (a) end-of-test, (b) item-by-item with the option to skip questions during the test, and (c) item-by-item without the option to skip questions during the test. Students who received item-by-item feedback with the skip option performed the same as students who received end-of-test feedback on the unit quizzes and final exam. However, the teaching staff spent significantly less time answering questions when students received item-by-item feedback with the skip option than when they received end-of-test feedback. Finally, 65% of the students preferred item-by-item feedback with the skip option. The authors concluded that this type of item-by-item feedback decreases the workload on teaching staff in a PSI course without sacrificing performance, and students like it more than the other types of feedback.     

Simultaneous Prompting and Instructive Feedback When Teaching Chained Tasks

This study evaluated the effectiveness of the simultaneous prompting procedure when teaching students with moderate to severe mental retardation a chained task (i.e., hand washing). This study also evaluated if students could acquire responses to instructive feedback stimuli presented during training sessions. The effectiveness of these procedures was assessed by using a multiple probe across students design. Acquisition, maintenance, and generalization data were collected and analyzed. Results indicated that the simultaneous prompting procedure was effective in teaching 3 of the 5 students to follow a 16-step task analysis to wash their hands. All students who met criterion maintained and generalized the skills with 100% accuracy. All students acquired some of the instructive feedback stimuli. Future research issues are discussed.     

教师积极反馈与初一学生挫折反应模式的关系研究

目的：探究学生所具有的不同挫折反应模式是否会影响到教师对他们的反馈行为,以及进一步探究教师不同反馈类型如何影响持有不同反应模式的学生,为教师进行有针对性的教学反馈提供依据。 方法：研究1以102名初中教师为被试,采用角色扮演法,探究初中教师对学生的积极反馈行为是否会因学生挫折反应模式的不同而不同。研究2以291名初一学生为被试,采用集体施测的方法,探讨不同的积极反馈方式是否对不同挫折反应模式被试的后续反应产生不同的影响。 结果发现：（1）教师对无助反应模式的学生给予更多的个人积极反馈,而对掌握反应模式的学生给予更多的过程积极反馈;（2）个人积极反馈对无助反应模式的学生有更加消极的影响,而对于掌握反应模式的学生并无显著影响;（3）过程反馈和简单结果反馈有助于改善无助反应模式学生的后续反应;（4）过程积极反馈对两种反应模式的学生均未产生消极或积极影响。 结论：教师对无助反应模式的学生给予更多的个人积极反馈,而教师的个人积极反馈对无助反应模式的学生会产生更加消极的影响。     

Learning new vocabulary in German: the effects of inferring word meanings,type of feedback,and time of test

In the present study, introductory-level German students read a simplified story and learned the meanings of new German words by reading English translations in marginal glosses versus trying to infer (i.e., guess) their translations. Students who inferred translations were given feedback in English or in German, or no feedback at all. Although immediate retention of new vocabulary was better for students who used marginal glosses, students who inferred word meanings and then received English feedback forgot fewer translations over time. Plausible but inaccurate inferences (i.e., those that made sense in the context) were more likely to be corrected by students who received English feedback as compared with German feedback, providing support for the beneficial effects of mediating information. Implausible inaccurate inferences, however, were more likely to be corrected on the delayed vocabulary test by students who received German feedback as compared with English feedback, possibly because of the additional contextual support provided by German feedback.     

Non-communicated judgements of,versus feedback on,students’ essays: Is feedback inflation larger for students with a migration background?

When providing feedback, teachers are concerned not only with the simple transmission of information, but also with motivational and interpersonal dynamics. To mitigate these concerns, teachers may inflate feedback by reducing negative or increasing positive content. The resulting difference between initial judgments and feedback may be even more drastic for ethnic minority students: In non-communicated judgments, negative stereotypes may result in more negative judgments, whereas in feedback, concerns about being or appearing prejudiced may inflate feedback towards ethnic minority students. These hypotheses were tested in a sample of 132 German teacher students in a 2 (between subjects: feedback vs. non-communicated judgment)?×?2 (within subjects: target student's migration background: Turkish vs. none) design in which participants read supposed student essays and provided their written impressions to the research team or the supposed student. Findings revealed that teacher students’ feedback was more positive than their non-communicated judgments on a multitude of dimensions. Contrary to expectations, these effects were not stronger when the student had a Turkish migration background. Instead, teacher students rated the essay of the student with a Turkish migration background more favorably both in the judgment and feedback conditions. Our results suggest that teachers adapt their initial judgments when giving feedback to account for interpersonal or motivational dynamics. Moreover, ethnic minority students may be especially likely to receive overly positive feedback. While the motivational/interpersonal dynamics may warrant some inflation in feedback, negative consequences of overly positive feedback, for which ethnic minority students may be especially vulnerable, are discussed.

     

Effects of daily probing on acquisition of instructive feedback responses

This study evaluated the effects of daily probes of instructive feedback stimuli on students' acquisition of two types of instructive feedback responses. Four students, two with disabilities, participated and were taught four sets of behaviors, two sets received daily probes and two sets did not. A modification of the multiple probe design across behaviors was used. The findings indicate that students acquired their target behaviors rapidly and maintained correct responding during subsequent probe conditions. Students also acquired both types of instructive feedback and maintained it across subsequent probe conditions. The daily probes of the instructive feedback stimuli did not appear to enhance acquisition or maintenance of the instructive feedback responses, but students appeared to acquire the instructive feedback responses while learning their target behaviors. The implications of this study for understanding how students learn instructive feedback responses and for practice are discussed.     

Being controlled by normative influences: self-determination as a moderator of a normative feedback alcohol intervention.

The objectives of this research were to evaluate the efficacy of computer-delivered personalized normative feedback among heavy drinking college students and to evaluate controlled orientation as a moderator of intervention efficacy. Participants (N = 217) included primarily freshman and sophomore, heavy drinking students who were randomly assigned to receive or not to receive personalized normative feedback immediately following baseline assessment. Perceived norms, number of drinks per week, and alcohol-related problems were the main outcome measures. Controlled orientation was specified as a moderator. At 2-month follow-up, students who received normative feedback reported drinking fewer drinks per week than did students who did not receive feedback, and this reduction was mediated by changes in perceived norms. The intervention also reduced alcohol-related negative consequences among students who were higher in controlled orientation. These results provide further support for computer-delivered personalized normative feedback as an empirically supported brief intervention for heavy drinking college students, and they enhance the understanding of why and for whom normative feedback is effective.     

Perceived impact of online written feedback on students’ writing and learning: a reflection

In this reflective study, I perceive the impact of my own written feedback on students’ academic writing skills in particular and on learning in general. Anchored on Schon’s reflection-on-action (ROA) framework, my reflection arose from a content analysis of my written feedback on 80 student drafts and 44 feedback responses. I found that my written feedback is of two types: focus on form and focus on meaning. Coding the feedback led to an identification of six feedback functions: instructive/using imperatives (18.36%); suggestive (15.31%); asking questions/probing (23.98%); stating a personal opinion (6.12%); corrective (29.59%); and affirming/negating (6.63%). The categorisation of feedback according to these functions was influenced by Wolsey’s feedback functions (2008) which was adapted by Alvarez, Espasa and Guasch. Results revealed that I employ corrective feedback, probing questions and instructive feedback more frequently than suggestive feedback, personal statement or affirmation/negation. I also found that my feedback on form (59%) is higher than my feedback on meaning (41%). I explain the relationship of these findings by identifying some confounding factors that enabled me to interrogate my assumptions, along with a discussion of their implications.     

Using a taped intervention to improve kindergarten students' number identification

A multiple baseline design across students was used to evaluate the effects of a taped numbers (TN) intervention on the number‐identification accuracy of 4 kindergarten students. During TN, students attempted to name the numbers 0 through 9 on randomized lists before each number was provided via a tape player 2 s later. All 4 students showed immediate increases and reached 100% in number‐identification accuracy. One student reached 100% accuracy after TN was supplemented with performance feedback, reinforcement, and overcorrection.     

Teaching Spelling of Social Studies Content Vocabulary Prior to Using the Vocabulary in Inclusive Learning Environments: An Examination of Constant Time Delay, Observational Learning, and Instructive Feedback

This study evaluated the effectiveness of using a 5 s constant time delay (CTD) procedure to teach the written spelling of social studies vocabulary words taken from the general education social studies content to students with mild disabilities. Subjects were 3 elementary students with mild disabilities. Instruction was delivered in a small group setting. Vocabulary words were different for each student, which allowed for observational learning by the other students in the group. Assessments of observational learning were conducted when each student attempted to spell their group-mate's words. Related instructive feedback (meaningful sentences containing the social studies vocabulary words) was presented in the consequent event of instructional trials. A multiple probe design across word sets was implemented to evaluate the effectiveness of the procedure. Results indicated that (a) CTD was reliably implemented and all students acquired the spelling of their own sets of 12 social studies vocabulary words with 100% accuracy and maintained this accuracy over time, (b) all students generalized their target spellings across settings and instructors, and (c) some observational and instructive feedback learning occurred for all students. Additionally, long-term maintenance of observational spellings decreased over time, and minor fluctuations in long-term maintenance of instructive feedback occurred.     

The Joint Multivariate Modeling of Multiple Mixed Response Sources: Relating Student Performances with Feedback Behavior

The present study concerns a Dutch computer-based assessment, which includes an assessment process about information literacy and a feedback process for students. The assessment is concerned with the measurement of skills in information literacy and the feedback process with item-based support to improve student learning. To analyze students’ feedback behavior (i.e. feedback use and attention time), test performance, and speed of working, a multivariate hierarchical latent variable model is proposed. The model can handle multivariate mixed responses from multiple sources related to different processes and comprehends multiple measurement components for responses and response times. A flexible within-subject latent variable structure is defined to explore multiple individual latent characteristics related to students’ test performance and feedback behavior. Main results of the computer-based assessment showed that feedback-information pages were less visited by well-performing students when they relate to easy items. Students’ attention paid to feedback was positively related to working speed but not to the propensity to use feedback.     

心理理论与社会互动方式对初中生社会善念发展的影响

为了探讨初中生社会善念的发展特点及相关影响因素,实验1采用卡通插图范式和SoMi范式,以628名7~9年级初中生为被试,考察不同心理理论类型初中生的社会善念的发展;实验2使用社会互动情境和SoMi范式,以360名7~9年级初中生为被试,考察社会互动方式与反馈类型对不同年级初中生社会善念的影响。结果发现:(1)初中生的社会善念不存在年级和性别差异,但7年级中高情感心理理论初中生的社会善念显著多于高认知心理理论初中生;(2)7年级初中生在积极反馈条件下的社会善念较多,而8年级初中生在消极反馈条件下较多,9年级初中生在这两种条件下则不存在显著差异;(3)在合作情境中,初中生在积极反馈下的社会善念更多,而在竞争情境中,初中生在消极反馈下的社会善念更多。研究说明初中生的社会善念具有跨年龄和跨性别的稳定性,并且会受到心理理论、社会互动方式及反馈类型的影响。     

The Effects of Negative Managerial Feedback on Student Motivation: Implications for Gender Differences in Teacher–Student Relations

Research suggests that boys receive more negative teacher feedback concerning failure to follow directions, whereas girls receive more positive feedback concerning compliance (e.g., J. Brophy, 1985; K. B. Hoyenga & K. T. Hoyenga, 1993). In this study, 5th and 6th graders (79.8% Caucasian, 9.2% Hispanic, 6.1% Asian, 2.2% Pacific Islander, and 1.8% African, predominantly lower middle class) were randomly assigned to receive 1 of 5 feedback patterns. All students received positive competence-related feedback. Relative to the other conditions, the typical “male” feedback pattern decreased students' activity interest, perceived competence, and liking for the teacher. Students receiving typical “male” feedback reported less willingness to work with the teacher again; however, they did not report less willingness to work on the activity either alone or with a friend.     

A Survey of Clinical Supervision in Genetic Counseling

Three hundred and thirty-five full members of the National Society of Genetic Counselors completed a survey concerning the nature of clinical supervision for genetic counseling students. Slightly over half (54.3%, n = 182) had provided clinical supervision within the past 5 years. Of those who supervised, 66.7% had 5 years or less supervision experience, and 55% had supervised 10 or fewer students. The majority became supervisors because they enjoy teaching and contributing to the profession. Common reasons for not supervising include no local graduate program, and had never been asked to supervise. Live supervision is the most prevalent student evaluation method: every supervisor reported providing one-on-one oral feedback, and 47.3% indicated that they always provide feedback immediately following a counseling session. The most frequent challenges involve students who lack technical knowledge and who fail to incorporate feedback. Training, policy, and research implications are discussed.     

Threat to Gender Representation: Identity and Identification

To investigate the effect of a threat to gender identity on the use of defense mechanisms, college students were given false feedback regarding their sex-role identity. Male and female students who were given gender-contrary feedback showed a marked increase in the use of the defense of identification, as compared to students who were given gender-consistent feedback. Further, both affect change and the use of identification was a function of the degree of discrepancy between feedback condition and conscious gender identity.     

Instructive feedback: A comparison of simultaneous and alternating presentation of non-target stimuli

Instructive feedback involves presenting extra, non-target stimuli in the consequent events for children's responses. Two methods of presenting instructive feedback during direct instruction were compared. These methods involved presenting two extra stimuli on all trials, and presenting the two extra stimuli separately on alternating trials. Preschool students were taught coin combinations using a constant time delay procedure with instructive feedback stimuli added to both praise and correction statements. An adapted alternating treatments design was used to evaluate the two methods of presenting instructive feedback. The students were assessed to determine the extent to which instructive feedback stimuli were learned. The results indicate that students learned some of the instructive feedback stimuli and no consistent differences in the effectiveness of the two presentation methods were noted. Further, relationships between the two instructive feedback stimuli appeared to be established. Implications for instruction and future research are discussed.     

Video Feedback in Philosophy

Marginal comments on student essays are a near‐universal method of providing feedback in philosophy. Widespread as the practice is, however, it has well‐known drawbacks. Commenting on students' work in the form of a video has the potential to improve the feedback experience for both instructors and students. The advantages of video feedback can be seen by examining it from both the professor's and the student's perspective. In discussing the professor's perspective, this article shares observations based on the author's experience delivering feedback through video. Turning to the student's view, it discusses qualitative feedback solicited from students that indicates a clear preference for video feedback over written marginalia. In particular, students describe video feedback as more informative, more personal, better at suggesting improvements on future assignments, enhancing the professor's ability to communicate through tone of voice and gesture, and easier to understand compared to written feedback.