Browsing by Subject "Feedback"
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Item The Differential Effects of Elaborated Task and Process Feedback on Multi-Digit Multiplication(2020-05) Edmunds, RebeccaGiven persistent low achievement in mathematics for students in the United States, researchers and practitioners have a vested interest in identifying effective intervention components. This study explored the differential effects of elaborated task feedback (ETF) and elaborated process feedback (EPF) when combined with a cover, copy, compare (CCC) intervention as compared to a repeated practice control condition on students’ fluency and strategy use. The multi-digit multiplication class-wide intervention was implemented in 10-sessions with a sample of 101 students from two suburban schools in the Midwest. Due to an interest in the impact of feedback over time, hierarchical linear modeling (HLM) and hierarchical generalized linear modeling were used to examine changes in performance across the intervention. Despite an overall strong effect, the impact of feedback can vary by context, delivery, and purpose (Kluger & DeNisi, 1996). This study addressed gaps in the feedback literature by providing feedback on strategy use and testing the effects of feedback with elaboration to guide error correction. Non-significant effects were found for both types of feedback on fluency and strategy use. The observed increases in fluency over time across conditions provides additional support for the impact of deliberate, repeated practice in mathematics (e.g. Clarke et al., 2016; Fuchs et al., 2010). Implications of the bidirectional relationship observed between strategy use and fluency as well as the potential moderating effects of individual student characteristics are also explored; implications for practice and future research are discussed. Results underscore the importance of research on interventions targeting mathematics skills beyond single-digit computation.Item Differential Effects Of Explicit Verbal And Visual Feedback On Proprioceptive Learning: Examining Position Sense Acuity Of The Forearm During Active And Passive Displacement(2020-04) Huang, QiyinBoth intrinsic feedback derived from proprioceptive and tactile mechanoreceptors, and extrinsic visual or auditory feedback play an important role in sensorimotor learning. However, the interaction between intrinsic and extrinsic forms of feedback and the effect of extrinsic feedback on proprioceptive function during sensorimotor learning are only incompletely understood. The purpose of this study was to compare the differential effects of intrinsic and extrinsic verbal and visual feedback on proprioceptive learning. Specifically, this study investigated how the acuity of the forearm position sense changes during sensorimotor learning under different conditions of feedback. Methods: Thirty healthy young adult participants underwent a sensorimotor training program delivered in two training sessions in a single day. Using a forearm manipulandum, participants performed forearm flexion movements and learnt to actively match a previously experienced forearm position. After the matching movement, participants received either proprioceptive only or a combination of intrinsic and extrinsic feedback (proprioceptive + visual or proprioceptive + verbal feedback) about the final forearm position error. Vision was blocked for the proprioceptive only and proprioceptive + verbal feedback conditions. All participants received 150 training trials. Retention was tested 24 hours after training. Proprioceptive acuity was evaluated: Just-noticeable difference (JND) position sense thresholds served as a measure of passive elbow proprioceptive acuity. Absolute joint position matching error (JPME) represented a measure of active proprioceptive acuity. Results: First, none of feedback conditions led to a significant decrease in JND after training (p > 0.05). Second, all three feedback conditions induced a statistically significant reduction in JPME after training (p < 0.05) with both the proprioceptive only (Cohen’s d = 1.62) and proprioceptive + verbal (Cohen’s d = 1.57) feedback conditions showing the very large effect sizes. However, change in JPME with training was not significantly different between the three feedback conditions (p > 0.05). Third, the observed reduction in JPME at post-test had vanished 24 hours after training. Discussion: I found no evidence that providing additional extrinsic feedback in a proprioceptive learning task can boost joint position sense accuracy. Proprioceptive training relying solely on proprioceptive signals is sufficient to induce measurable improvements of active position sense. However, such learning was not retained after 24 hours.Item Energy feedback at the city-wide scale(2014-05) Carter, Richard AllanClimate change is a growing concern throughout the world. In the United States, leadership has so far failed to establish targeted reductions and agreement on mitigation strategies. Despite this, many large cities are taking on the challenge of measuring their emissions, establishing targeted reductions, and defining strategies for mitigation in the form of Climate Action Plans. Reporting of greenhouse gas (GHG) emissions by these cities is usually based on a one-time, annual calculation. Many studies have been conducted on the impact of providing energy use data or feedback to households, and in some cases, institutional or commercial businesses. In most of those studies, the act of providing feedback has resulted in a reduction of energy use, ranging from 2% to 15%, depending upon the features of the feedback. Many of these studies included only electric use. Studies where all energy use was reported are more accurate representations of GHG emissions. GHG emissions and energy use are not the same, depending on the fuel source and in the case of this paper, the focus is on reducing energy use.This research documents the characteristics of the feedback provided in those studies in order to determine which are most effective and should be considered for application to the community-wide scale. Eleven studies, including five primary and six secondary research papers, were reviewed and analyzed for the features of the feedback. Trends were established and evaluated with respect to their effectiveness and potential for use at the community-wide scale.This paper concludes that additional research is required to determine if the use of energy feedback at the city scale could result in savings similar to those observed at the household scale. This additional research could take advantage of the features assessed here in order to be more effective and to implement the features that are best able to scale up. Further research is needed to determine whether combining city-wide feedback with feedback for individual energy users within the city, both residential and commercial, has an even greater impact on reducing energy use and lowering GHG emissions.Item Evaluating the Effects of an Intervention to Increase Feedback as a Social Job Resource(2019-06) Maas, Dayan MItem Feedback Dialogues in Elementary Mathematics: An Exploratory Study(2022-12) Fagerlund, ChelseyFeedback has been recognized as a powerful tool used in education; and research has shown the powerful effect feedback can have on learning (e.g. Black & William, 1998; Hattie & Timperley, 2007; Klueger & DeNisi, 1996). However, conflicting research has also shown feedback can have little or even a negative impact on learning (Bangert-Drowns et al., 1991; Klueger & DeNisi, 1996; Shute, 2008). Additonally, recent research and literature has suggested that feedback move away from a monologue view and towards an interactive, co-constructed dialogic view of feedback (e.g. Askew 2000; Molloy & Boud 2013; Nicol, 2007, 2010). Although there have been recommendations and conceptual frameworks (Nicol 2006; Yang & Carless, 2013) describing what dialogic feedback is, much is still unknown about how to construct dialogic feedback, particularly with elementary students. This qualitative study was designed to explore and describe how a teacher and student co-construct feedback dialogues in order to improve student learning in mathematics. The purpose of this study was to look deeper at how feedback, with regard to specific mathematical tasks, was co-constructed with students. The data included four formative assessments that were each followed by a feedback dialogue with four students from a fourth grade classroom. Findings describe consistencies and patterns across the dialogues that related to how the dialogues began, how they progressed and how they ended. Additionally, theories of dialogic feedback as well as constructivist and socio-cultural theories of learning were applied in order to understand the significance of these patterns. Implications include the importance of explicitly inviting and teaching students how to co-construct feedback dialogues by using the 3 “R’s”: 1) Recognize the Gap; 2) Request Feedback; and 3) Respond to Feedback. Suggestions for how teachers might invite or explicitly teach students how to do the 3 “R’s” are included.Item More Than a Feeling: Using Portraiture to Explore Undergraduate Students’ Emotional Responses to Feedback(2023-11) Lundquist, Hannah B; Weisen, Shelby; Steadman, Christopher; Van Boekel, MartinThe purpose of this study was to examine students’ emotional responses to feedback as it is being processed. We used the think-aloud method, allowing students to express what they are thinking and feeling as they read through their feedback provided by the instructor on an authentic classroom assignment. Feedback type, feedback valence, and emotional responses were coded. Six students verbalized emotional responses to their feedback. The emotional responses for these students were examined using the portraiture method -a critical, narrative story-telling analysis. The results suggest that the type of feedback (process-focused) was more often met with future-focused thinking compared to task-focused feedback. This was despite the study finding positive task-focused feedback was more likely to elicit positive reactions. The think-aloud method, combined with portraiture analysis allowed for a holistic view of the feedback process. A thorough write-up of the student portraitures are described, and the implications of this are discussed.Item Student perceptions of formative assessment in the chemistry classroom.(2012-06) Haroldson, Rachelle AnnResearch on formative assessment has focused on the ways teachers implement and use formative assessment to check student understanding in order to guide their instruction. This study shifted emphasis away from teachers to look at how students use and perceive formative assessment in the science classroom. Four key strategies of formative assessment were implemented: feedback, questioning, self-assessment, and formative use of summative tests. Over the course of 15 weeks students experienced all of these strategies in three major chemistry units. During the class and at the end of the trimester interviews were conducted with students to look at their views regarding formative assessment and their learning. An inductive, emergent design was used to analyze students' responses in interviews and “truth box” vignettes. Common and unique themes emerged for each strategy of formative assessment. Overall students found formative assessment to be beneficial to their learning because it provided clear expectations, prepared them for assessments, individualized the learning and informing them of their learning. Other benefits and uses that students reported included: being able to socialize, breaking large amounts of information into manageable pieces, having a second chance to learning, feeling good during the learning process, knowing what was wrong, developing a deeper understanding, focusing more, and having time for questions. Teachers and teacher educators need to be aware of how formative assessment strategies are perceived by students and recognize that the effectiveness of the strategies de-mystifies the learning experience, allows for a growth mindset in learning, makes learning accessible to all students, and shows students how to close the gap in their learning.Item Students’ Perceptions of Written Instructor Feedback on Student Writing(2018-05) Wisz, EricResearch Question. How do students perceive instructor feedback on their writing when different feedback approaches are presented? Literature Review. Previous literature on instructor feedback on student writing suggested that instructors take the view of a reader as a way to offer student writers encouragement and criticisms while prompting a sense of audience awareness in student writers (Elbow, 1973; Brannon & Knoblauch, 1982; Shaughnessy, 1977). Shaughnessy, Olson (1999), Hesse (1993), and Elbow (1986) also recommended using feedback as an opportunity to facilitate a dialogue between instructors and students. Kent (1989) and Dobrin (1999) argued that feedback introduces student writers to new discourse communities and their underlying beliefs and that it is important of instructors to be conscientious of this fact. Previous research of student perceptions of instructor feedback on their writing has indicated that students prefer feedback that is specific and elaborate (Straub, 2000) and that focuses on their writing more so than their ideas (Lynch & Klemans, 1978). Whether students value feedback on grammar is debated in the literature (Lynch & Klemans, 1978; Shaughnessy, 1977). In this study, I have attempted to follow in Nordlof ’s (2014) footsteps and move away from the reductionist facilitative-directive spectrum in which offering more explicit feedback is seen as sacrificing student agency. Instead, I analyze the results of this study through a scaffolding paradigm, using degrees of directness to categorize feedback.