Education Commons^™

My First Time Ungrading: Approach Used And Reflections, Heather Leslie

Feminist Pedagogy

A few months ago, I began devouring information about ungrading with a fervent appetite. I started with the book Ungrading: Why Rating Students Undermines Learning (and What To Do Instead) edited by Susan Blum and listened to just about every podcast where she was interviewed about this topic. I then read other books she recommended like Wad-Ja-Get: The Grading Game in American Education by Howard Kirschenbaum and Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, and Praise by Alfie Kohn. Recently, I have become much more dialed into the ungrading movement by reading articles from Teachers Going …

Effects Of Pre-Tests And Feedback On Performance Outcomes In Massive Open Online Courses:What Works And What Doesn’T?, Maria Janelli

Dissertations, Theses, and Capstone Projects

This experimental study examined the effects of pre-tests and feedback on learning outcomes in a five-week massive open online course (MOOC). The participants (N = 399) were adults from around the world who self-enrolled in the American Museum of Natural History’s (AMNH) climate change MOOC (called Our Earth’s Future) offered on the Coursera platform. Participants were randomly assigned to one of four conditions. Learners in the first treatment group took pre-tests without receiving feedback. Learners in the second treatment group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third treatment group took pre-tests and received elaborate feedback. The …

Perceptions And Clinical Applications Of Feedback Type If Dental Hygiene, Elmer Eleazar Gonzalez

Individual, Family, and Community Education ETDs

Purpose/Objectives: The study assesses whether or not feedback type and feedback delivery method play a significant role in students’ learning and clinical performance. The study explores Ego Stroking Sandwich feedback and Non-Sandwich feedback as the feedback types and Instructors feedback vs. Scoring guide feedback as the feedback delivery method. Students’ perceptions and clinical applications were considered as part of the study.

Methods: Eleven participants were included in the study. One group was the Ego Stroking Sandwich type feedback (n=5) and the other was the Non-Sandwich Type feedback (n=6). Each group performed two dental impressions (a maxillary and a mandibular) while …

Middle School Classroom Teacher Perceptions Of The Impact Of Formative Assessments On The Needs Of At-Risk Students: A Phenomenological Study, Gaye Walk

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to explore the perceptions of middle school classroom teachers regarding the impact of formative assessments on the needs of at-risk students. A phenomenological approach was used to gain understanding of how the teacher works with at-risk students and how the steps of formative assessments meets the needs of at-risk students. The theory framing this study was Albert Bandura’s (1977) social cognitive theory and the self-efficacy belief system. Data collection took place with 12 middle school teachers and included a questionnaire, individual interviews, and a focus group. The study was guided by three research …

The Effects Of A Retrieval Practice Intervention On Undergraduates’ Monitoring And Control Processes Using Performance Feedback In A College Classroom, Meganclaire Cogliano

UNLV Theses, Dissertations, Professional Papers, and Capstones

The present study examined the effects of a classroom intervention on students’ metacognitive monitoring of retrieval practice performance feedback and metacognitive control of future study decisions. The sample included 103 undergraduate students enrolled in five sections of an introductory educational psychology course. A true experimental design was used to randomly assign students to trained (n=49) and control (n=54) conditions within each section.

During the semester, students completed a pre- and post- metacognitive awareness inventory (MAI), 10 practice-tests, 10 feedback monitoring assignments, and a cumulative final examination. The feedback assignments required students to identify areas of mastery (i.e., well-learned topics) and …

Teachers’ Perceptions Of Educational Games That Keep Score Of Cooperative Performances, Theodore Alden Wohlfarth

Dissertations

The scoring systems used in traditional sports and games are founded on the zero-sum premise that players are on opposite sides and one side can win only if the other side loses. These scoring systems may be effective at nurturing zero-sum mindsets and providing data for assessing performance in win-lose relationships. If so, games that use different scoring systems can be used to facilitate the development of collaborative mindsets, nurture win-win skills between diverse groups, and enable objective self-assessment of performances in non-zero-sum events when engaging with those on “other sides.” Although economic game theory has rich reservoirs of research …

More Bang For Your Buck: Bolstering Learning Via Refutation Text With Refutation-Based Elaborated Feedback, Jacqueline R. Cordova

UNLV Theses, Dissertations, Professional Papers, and Capstones

The current study examines the effects of refutation text and refutation-based elaborated feedback on conceptual understanding, self-efficacy, interest, beliefs, attitudes, and knowledge, within the context of learning about climate change. The study also tests whether elaborated feedback moderates the refutation text effect through an interaction. One hundred and fifty nine undergraduate students were recruited to participate in this study, which was administered via computer. They completed measures of their self-efficacy and interest in learning about climate change, as well as climate change beliefs, attitudes, and knowledge. Approximately half of the participants read a refutation text and half read a comparison …

Benefits From Retrieval Practice Are Greater For Students With Lower Working Memory Capacity, Pooja K. Agarwal, Jason R. Finley, Nathan S. Rose, Henry L. Roediger Iii

Faculty Works

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximizes benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0-9 intervening items. Final cued recall …

Using Transaction-Level Data In Online Assessment, Robert Scott Nyland

Theses and Dissertations

This article format dissertation explores the benefits of using detailed forms of assessment to enable feedback in educational contexts, and includes three separate, yet related articles. In the first article, I reviewed the current state of educational research in using online learning tools that collect detailed data regarding student learning. The article examined the type of data being collected, the way that these data are processed, and how the results are presented to instructors and students as feedback. In the second article, I describe a special case of these detailed forms of assessment in an Introduction to Microsoft Excel class, …

Applying Systems Theory As A Lens On Teacher And Student Perceptions Of Assessment And Feedback In An Intensive English Program, Thomas A. Germain

MA TESOL Collection

The goal of this project was to apply systems theory, or more generally, systems thinking as a lens on the perceptions of teachers, students, and administrators who work together at an intensive English program (IEP). This goal necessitated a two-part project: a review of pertinent literature on systems theory and a limited qualitative study situated at the IEP. Sixteen participants, including seven teachers (more than half of the current faculty), two teacher/administrators, and seven students from different levels within the program, were invited to participate. The primary focus of the study was on participants’ awareness of and attitudes about two …

Formative Assessment Through Written Feedback: Examining Elementary School Teachers' Written Feedback Beliefs And Practices, And The Effect Of Models On Written Feedback, Caterina Almendral

Dissertations, Theses, and Capstone Projects

The current study explored three main aspects relating to the use of written feedback as a formative assessment tool: the types (form or content) of written feedback provided by elementary school teachers and the levels (task, process-Self-Regulation) at which those types of feedback are provided; whether elementary school teacher beliefs about written feedback principles and their own written feedback practice correspond to the actual written feedback they provide; and whether exposure to a model of written feedback influences teacher written feedback practice.

Data were collected from 188 elementary school teachers spirally assigned to five groups (four treatment, one control). Treatment …

Feedback Intervention Theory: An Examination Of The Differential Effects Of Expertise On Performance, Blakely Lauren Smith

Theses Digitization Project

The purpose of the current research was to test the differential effects of feedback type (i.e., self-relevant vs. task-relevant) on individuals with different levels of expertise type (expert vs. novice). The current study examined level of expertise as a moderator of the effects of feedback intervention cue on performance on a sample of 193 female undergraduate psychology students at California State University, San Bernardino.

Examining The Relationship Between Fact Learning And Higher Order Learning Via Retrieval Practice, Pooja Kay Agarwal '01

Doctoral Dissertations

The development of higher order skills is a desired outcome of education. Some believe that higher order learning can be improved directly, whereas others argue that higher order learning can be improved via the enhancement of factual or conceptual knowledge. The relationship between fact and higher order learning is often speculated, but empirically unknown.

This project examines whether retrieval practice via quizzing, a strategy typically used to enhance fact learning, can be used as a strategy to improve higher order skills in both laboratory and applied settings. In the current study, higher order skills were considered to comprise the understand, …

Atlas Program Profile Analysis Framework Data From: Adult Transitions Longitudinal Study, Laura Gluck

Master's Capstone Projects

This paper explores the theoretical basis and past research exploring what helps adults to learn effectively in the Adult Basic Education (ABE) setting. Information on eleven ABE-to-college transition programs was compiled through the Adult Transitions Longitudinal Study (ATLAS) data collection. Statistical analyses of the resulting program-level variables were conducted to examine their effect on transition course participants’ college outcomes. Four of the twelve variables analyzed were found to significantly impact the likelihood of participants enrolling in college and successfully earning at least three credits: 1) whether the program uses grades versus pass/fail marks; 2) whether the program has a documented …

Reliability Of Pre-Service Physical Education Teachers' Coding Of Teaching Videos Using Studiocode Analysis Software, Keven Prusak, Brigham Dye, Charles R. Graham, Susan Graser

Faculty Publications

This study examines the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video (DV)-based teaching episodes and Studiocode analysis software. Student self-analysis of DV footage may offer a high tech solution to common shortfalls of traditional systematic observation and reflection practices by increasing the amount, timeliness, and accuracy of performance feedback. What is yet to be determined is whether students can reliably and accurately analyze such footage. Using Studiocode software, student analyses were compared to those of experts to determine coding reliability and content accuracy. The results of this study indicate that with less …

See Me, Hear Me, Coach Me, Marcia L. Rock, Madeleine Gregg, Pamela W. Howard, Donna M. Ploessl, Sharron Maughn, Robert A. Gable, Naomi P. Zigmond

Communication Disorders & Special Education Faculty Publications

The writers describe the implementation of virtual coaching for teachers in Alabama and Pennsylvania. They describe use of bug-in-ear devices, revolutionized by Internet and mobile technology advances, to provide on-the-spot feedback as teachers deliver instruction. They outline lessons learned from virtual coaching initiatives and present research results showing the positive impact of this approach on both teachers and students. They also provide advice for those using this approach on making contact and providing feedback.

Active Learning In A Large Enrollment Introductory Biology Class: Problem Solving, Formative Feedback, And Teaching As Learning, Diane Flint Robison

Theses and Dissertations

The purpose of this study was to take a case study approach to exploring student learning experiences in a large enrollment introductory biology class. Traditionally such classes are taught through the lecture method with limited instructor-student interaction and minimal student-centered learning (Lewis & Woodward, 1984; Wulff, Nyquist, & Abbott, 1987). Biology 120 taught at Brigham Young University winter semester 2006 by John Bell was chosen as the case for the study due to its large enrollment (263) and its innovative pedagogy. In the classroom, students applied their learning through a variety of student-centered activities including solving problems, discussing concepts with …

Delayed Versus Immediate Feedback In An Independent Study High School Setting, Duane C. Lemley

Theses and Dissertations

Although there is general agreement that feedback plays an important role in student performance, the majority of the studies found in the research literature explore the impact of different types of feedback in a traditional and university-level setting. In order to explore the impact of different feedback types in a non-traditional distance learning setting, 352 high school students enrolled in courses offered through BYU's Independent Study (IS) department received either delayed feedback or immediate feedback generated by Speedback™, BYU's automated grading and feedback program, depending on whether they had opted to submit end of unit assignments by mail or …