Education Commons^™

The Impact Of Formative Assessment Cycles On Students' Attitudes And Achievement In A Large-Enrollment Undergraduate Introductory Statistics Course, Kimberleigh Felix Hadfield

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

This study aimed to investigate the impact of student attitudes toward statistics and student achievement after engaging in large-enrollment introductory statistics course curriculum using continuous formative assessments with feedback and reassessment opportunities. This framework, called Formative Assessment Cycles (FACs) was implanted, providing students formative assessments both in and out of the classroom, with feedback and reassessment. A quasi-experimental, quantitative research design allowed for the investigation of course achievement from pre-FACs to FACs semesters using regression discontinuity methodology. Changes in attitudes from pre- to post-survey in semesters using a curriculum with FACs were analyzed by multilevel regression techniques. Course achievement improved …

Teaching Appropriate Feedback Reception Skills Using Computer-Based Training, Seth G. Walker

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Feedback is a commonly used intervention to address performance issues in a number of settings. Most research on feedback has focused on manipulating parameters surrounding the delivery of feedback. However, the interaction between those delivering the feedback and a feedback recipient may also influence the impact of performance feedback. The current study investigated the efficacy of training individuals to receive feedback in an appropriate manner using a computer-based training format. Following computer-based training, participants exhibited increases in accuracy of appropriate feedback behaviors when compared to baseline. Participants also demonstrated slight increases in performance on primary job tasks. This study extends …

A Qualitative Exploration Of The Current State Of Observation And Feedback In The Seminaries And Institutes Of Religion Of The Church Of Jesus Christ Of Latter-Day Saints, Christopher B. Garner

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

While the Seminaries and Institutes of Religion (S&I) of The Church of Jesus Christ of Latter-day Saints expect supervisors of teachers to observe teachers regularly and provide feedback, they have not provided those supervisors with adequate training materials, or explained how these supervisors are expected to accomplish this.

For this study, three administrators and three teachers were interviewed about their experiences with observation and feedback in S&I. Their responses provided clarification on the purposes of observation and feedback, revealed that a lack of supervisor training has resulted in teachers’ experiences with observation and feedback being different from administrator’s expectations in …

The Use Of Feedback In Group Counseling In A State Vocational Rehabilitation Setting: A Pilot Study, Saara Grizzell

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Thirty individuals with disabilities receiving services at a vocational rehabilitation state agency attended a ten week skills based group counseling program. Participants were randomly assigned to one of two conditions: feedback or the treatment-as-usual. Prior to each session, participants filled out the Outcome Questionnaire-45, a questionnaire that provides measures of four different aspects of counseling outcomes: level of symptom distress, problems with interpersonal relationships, social role performance, and mental health functioning. Reports were then generated showing each participant’s scores and progress over time. Group counselors and participants in the feedback condition received these weekly reports. At the end of the …

A Model For Doctoral Students' Perceptions And Attitudes Toward Written Feedback For Academic Writing, Gulfidan Can

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to investigate social science doctoral students' perceptions and attitudes toward different characteristics of written feedback and written feedback providers for their academic writing. Moreover, it aimed to provide an explanatory model to describe the relationships between these perceptions and attitudes, students' revision decisions, and other potentially relevant factors in their written feedback practices. The investigation was informed by two theoretical frameworks: principles of instructional design and conditions of learning, and situated learning and communities of practice.

The study used a mixed methods approach in which qualitative data collection and analysis was followed by quantitative …