Education Commons^™

What Makes Classroom Observation Feedback Useful? The Perceptions Of Secondary Math And English Teachers, Amanda Frasier

ETSU Faculty Works

Teachers (n=14) at four high schools in North Carolina were interviewed about their perspectives of evaluation policy at two time points during the 2016-2017 school year. This study specifically examined statements teachers made about feedback from observations using de-identified interview transcripts. Teachers discussed feedback from formal observations along with other sources of informal observational feedback (e.g., coaches, peers). Overall, teachers described useful feedback as that which provided actionable recommendations informed by the observer’s knowledge of three domains: the classroom context (as aided by the frequency and timing of observations), subject area, and pedagogy. Teachers also identified two aspects of formal …

Infographic: Student Perspectives On Making School A Better Place, Dominique Russell

Teacher infographics

Almost 14,000 children aged 8-12 responded to the prompt, ‘the world would be better if…’ as part of a project run by South Australia’s Commissioner for Children and Young People. In this infographic, we share some of their responses.

Feedback Conversations: An Activity To Initiate Instructor-Student Dialogues About Writing Development, Sarah M. Lacy

Journal of Response to Writing

In this essay I discuss the pedagogical implications of a classroom activity in which students work reflectively with instructor feedback provided to their writing. Using the comments feature in Google Docs, these “Feedback Conversations” create a dialogue between student and instructor using feedback as the exigence for collaboration in developing a student’s writing process. This activity addresses the work of Anthony Edgington (2020) and Pamela Gay (1998), by offering an exercise which allows instructors to remain reflective on their feedback practices, while also instigating a “conversation” between student and instructor. By offering a virtual space to house this conversational exercise, …

Feedback Practices In Hybrid Writing Courses: Instructor Choices About Modality And Timing, Ariel M. Goldenthal, Jessica Matthews, Courtney Adams Wooten, Brian Fitzpatrick, Lourdes Fernandez

Journal of Response to Writing

Despite a wealth of research on feedback practices in synchronous and asynchronous courses, little has been done to investigate such practices in hybrid writing pedagogy. How do instructors make choices about providing feedback when both instructional modes are operating in a course?

A qualitative study conducted with fourteen instructors who teach hybrid writing courses at a large state university reveals how they navigate a series of choices about providing feedback on student writing. This study shows that instructional modality, use of the LMS, and labor conditions influence the decisions instructors make about how and when to provide feedback, especially on …

Training Standardized Patients To Provide Effective Feedback: Development, Implementation, And Its Effect On The Efficacy Of Medical Students’ Education., Gavin Nelson, Julie Swenson, Valeriy Kozmenko, Paul Thompson

Aesculapius Journal (Health Sciences & Medicine)

Introduction: Standardized patient (SP) encounters are a pivotal part of medical student training and provide essential feedback on student performance. Optimizing the quality of SP feedback allows educators to provide students with focused comments on performance, leading to personal development and better patient care. This project hypothesis states SPs receiving feedback training have greater confidence and offer more effective feedback during student encounters.

Methods: SPs were taught to give quality feedback through a training workshop following a feedback model. Surveys were administered immediately prior to and after training for evaluation. Data gathered included demographics and questions relating to confidence in …

Evaluating Preservice Teachers’ Performance In A Blended Field Experience Course During The Quarantine Of Covid-19, Laila Mohebi, Areej Elsayary

All Works

This paper aims to evaluate the preservice teachers’ teaching performance in a blended field experience during the quarantine of COVID-19. An exploratory sequential mixed method approach was adopted using Strength, Weaknesses, Opportunities, and Threats (SWOT) analysis as a qualitative tool and quantitative data collected using a teacher evaluation rubric that merged the INTASC standards in the Danielson domains. The results show that using SWOT analysis positively impacts teachers’ performance: they understand how to use the external environment (seizing opportunities and avoiding threats) to control the internal environment (enhancing strengths and removing weaknesses).

Reimagining Classroom Assessment And Feedback To Meet Learner Needs, Fabienne Van Der Kleij

2021-2030 ACER Research Conferences

The power of classroom assessment and feedback to improve student learning outcomes has long been recognised. Yet, decades of research have yielded disappointing and often conflicting outcomes. This presentation challenges traditional conceptions of classroom assessment and feedback as teacher-driven practices. To meet learner needs better, it proposes a student-centred perspective in which students are active and have agency. By drawing on an extensive study of feedback reviews, this presentation illustrates how conceptualisations of feedback have changed over recent decades. This paper provides key insights into how classroom assessment and feedback practices can be changed in ways that are sustainable, afford …

Research Conference 2022: Reimagining Assessment: Proceedings And Program, Kylie Burns (Ed.)

2021-2030 ACER Research Conferences

The focus of this year’s Research Conference is on the use of assessment to support improved teaching and learning. The conference is titled ‘reimagining assessment’ because we believe there is a need to transform the essential purposes of educational assessment to provide better information about the deep conceptual learning, skills, competencies, and personal attributes that teachers and schools now have as objectives for student learning and development. Reimagined assessments must now be focused on monitoring learning across this broader range of intended outcomes and provide quality information about the points individuals have reached in their long-term development.

Book Review: Going Gradeless, Grades 6–12: Shifting The Focus To Student Learning, Ana De Jesús, Alesia Mickle Moldavan

Excelsior: Leadership in Teaching and Learning

This book review of Going Gradeless, Grades 6–12: Shifting the Focus to Student Learning by E. Burns and D. Frangiosa (2021) provides an alternative pedagogical method to assessment that uses a “gradeless” approach to learning for purposes of removing the stress and negative impacts of traditional grading practices while maintaining accountability with equity in mind. In this review, we describe the foundational underpinnings that frame the book and summarize some of the observed benefits as well as challenges faced by the authors who implemented this approach. We provide an overview of the chapters situated in four major takeaways guiding this …

Mixed Methods Action Research: How Integrating Student Response Technology And Case Studies In A Largely Populated University Course Influences Student Engagement, Feedback, And Learning, Scott L. Matteson

Theses and Dissertations

The purpose of this study was to determine if implementing student response technology (SRT) and case studies into a largely populated university undergraduate course would influence student engagement. When student engagement is influenced the potential for positive learning outcomes occurs leading to a higher likelihood of student success (Swap & Walter, 2015). Four research questions guided this study: How and to what extent does incorporating SRT and case studies in a largely populated undergraduate course at MSU influence: (1) student motivation; (2) cognitive, emotional, and behavioral engagement; (3) feedback; and (4) What are the effects of SRT and case studies …

Feedback To Feed Forward: Creating Formative Feedback To Improve Student Writing, Adam R. Huttenga

Culminating Experience Projects

Feedback to students has been highlighted in the literature as an area where improvements are needed. Students need high quality, specific, usable, and timely feedback. They also need guidance and tools to help them engage with, reflect on, and learn from that feedback in order to close the gap between their writing and the expected standards. In order to help students improve their writing, teachers must develop written feedback that is formative and feeds forward into future writing assignments. This project explores how effective formative feedback can be achieved within a social constructivist theoretical approach to learning, in which an …

Gauging The Utility Of A Learning Target Theory Of Action To Address Perceived Obstacles To Teaching And Learning During The Covid-19 Pandemic, Brian J. Pohland

Electronic Theses and Dissertations

This qualitative study was guided by the following research questions: What instructional challenges did teachers face related to designing and delivering lessons remotely during COVID-19? How did those challenges impact teacher perceptions of self-efficacy for providing meaningful lessons for their students? What is the utility of a learning target theory of action for addressing teachers instructional practice challenges and perceptions of self-efficacy?

Six participants were selected from a convenience sample and asked to complete a survey with ten open-ended prompts. Their responses were analyzed by individual participant and also across participants through close reading strategies. The analyses revealed six common …

Examining How Black Administrator Employment Decisions Are Impacted By The Behaviors Of Supervisors, Annie Wilson Whitaker

Electronic Theses and Dissertations

The purpose of this phenomenological study was to understand how Black, public school administrator employment decisions are impacted by the behaviors of supervisors in Virginia. Commonalities among the lived experiences of Black, public school administrators were examined in order to identify specific behaviors which impact employment decisions.

Transcendental phenomenological qualitative research design was utilized. Participants were identified through gatekeeper introductions and then narrowed through snow-ball sampling. Data was collected through open-ended face-to-face interviews with 12 Black, public school administrators in Virginia via a secure online platform. The data was analyzed in order to identify emergent themes which represent the lived …

The Effect Of Separating Grades From Feedback On Student Motivation, Nora Rogers

Dissertations, Theses, and Projects

There is often a disconnect around instructional feedback between how the instructor intends the feedback to be used and how students actually use it. Research shows that students tend to view feedback as a means to achieve a higher grade, not as a tool for learning. Frequently, this means that feedback is ignored. Students tend to be motivated by performance goals as opposed to mastery goals thereby focusing on point acquisition above all. Therefore, this study explores the question: What is the effect of separating grades from feedback on the motivation of secondary honors students? Learners in this research study …

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 …

Ungrading In Art History: Grade Inflation, Student Engagement, And Social Equity, Lauren Disalvo, Nancy Ross

Art History Pedagogy & Practice

Traditional academic pedagogies require that professors assign students grades in a system that creates hierarchies of power of professor over student. This system assumes that grades serve as an intrinsic motivator for students to improve in an academic setting. Many studies suggest that professor-assigned grades do not function as assumed. This article explores one alternative to the traditional system, known as ungrading, a practice whereby students assign themselves grades after a semester of frequent feedback and reflective assignments. This study offers a thematic literature review of ungrading in many disciplines and a small study of ungrading in upper-division art history …

Reflection Types And Students’ Viewing Of Feedback In A First-Year Engineering Course Using Standards-Based Grading, Heidi A. Diefes-Dux, Laura M. Cruz Castro

Department of Biological Systems Engineering: Papers and Publications

Background: Feedback is one of the most powerful and essential tools for learning and assessment, particularly when it provides the information necessary to close an existing gap between actual and reference levels of performance. The literature on feedback has primarily focused on addressing strategies for providing effective feedback rather than aspects of students’ readiness to engage with feedback. Purpose/Hypothesis: This study investigated whether reflection, as a routine pedagogical intervention grounded in self-regulated learning theory, promotes the frequency with which students view feedback. Design/Method: A quasi-experimental design was employed to examine the relationship between the use of four different reflection types, …

The Effects Of Concurrent Visual Versus Verbal Feedback On Swimming Strength Task Execution, Stefan Szczepan, Krystyna Zaton, Francisco Cuenca Fernández, Ana Gay, Raúl Arellano

Baltic Journal of Health and Physical Activity

Background:‪The aim was to compare the effects of two different types of concurrent feedback administration on biomechanical performance during a swimming-specific task.Material and methods:‪A counterbalanced repeated measures design was used to compare the execution of the butterfly stroke (the propulsion phase only) on a modified Smith machine. Twenty repetitions were performed in each condition of feedback (visual vs. verbal). Fourteen college swimmers (age x̄ = 22.21 ±1.85 years, height x̄ = 173.71 ±8.65 cm, mass x̄ = 71.32 ±10.64 kg) were recruited. An incremental force test was administered for each participant to determine the mean propulsive velocity in which maximal …

The Effectiveness Of Various Verbal Information In Learning Backward Roll, Tomasz Niznikowski, Marta Nogal, Michal Biegajlo, Waldemar Wisniowski, Ewelina Niznikowska

Baltic Journal of Health and Physical Activity

Background: The aim of this study was to investigate the effectiveness of different types of verbal feedback in learning a backward roll. Material/Methods: The study included 29 participants aged 6-8 years who attended acrobatic gymnastics classes. They were randomly assigned to 3 groups. An experiment and experts’ evaluation were the main research methods. During the experiment the study participants were taught abackward roll. The experts evaluated the backward roll performance at the beginning (pre-test) and at the end (post-test) of the experiment as well as one week after the experiment (retention). Results: When teaching and learning the backward roll, an …

The Role Of Emotional Overcontrol In Acceptance Of Counselor Training Feedback, R. Erin W. Berzins, Andrew Wood, Colin C. Ward, Ned Farley

Journal of Counselor Preparation and Supervision

Effective feedback is a critical component of counselor training. The degree to which a recipient is able or willing to accept feedback can impact learning and skill development significantly. Recognizing individual trait differences can help the field of counseling understand feedback receptivity in counseling students. This study examined the possible relationship between feedback receptivity and the individual trait of emotional overcontrol. Results indicate that overcontrol accounted for variance in scores on a measure of feedback receptivity in a sample of counseling students, suggesting that individual trait differences meaningfully affect feedback receptivity.

Evaluating Feedback Post-Computer-Based Assessment In Health Professions Education: A Systematic Review, Bethany Huebner

Graduate Theses, Dissertations, and Capstones

Background: Computer-based assessments are common in health professions education and offer robust feedback options. The style of feedback that is best for student learning is unclear.

Aim: To systematically review feedback post-computer-based assessment literature to identify key feedback strategies to optimize student learning and retention.

Methods: A search of electronic library databases, a supplemental Internet source, and reference lists were completed. Inclusion criteria were any English-language sources that used feedback post-computer-based assessment. Data were analyzed qualitatively and summarized descriptively.

Results: There were 134 records identified for initial relevancy through screening by title and abstract. The full texts of 41 records …

Investigating Students’ Perceptions Of Screencasting Style Of Video Feedback In Online Courses, Patrick R. Lowenthal, Holly S. Fiock, Dana L. Shreaves, Eric S. Belt

Educational Technology Faculty Publications and Presentations

Feedback is an essential part of the learning process. Asynchronous online courses are marked by an abundance of text-based feedback. Yet, video feedback in asynchronous online courses is a nascent field of inquiry. This study investigated student perceptions of screencasting style of video feedback in online courses. During this course, students received video feedback from their instructor, and provided and received video feedback to their peers. A total of 84 graduate students completed an end-of-course survey between 2018 and 2020 that focused in part on student satisfaction and perceived learning with video feedback and overall perceptions of social presence. Results …

Exploring Student Teacher's Lived Experiences With Supervisor Feedback, Kristin M. Rich

Doctor of Education (EdD)

Despite receiving feedback from a university supervisor, student teachers often do not show responsiveness to that feedback. This phenomenological study examined the lived experiences of student teachers receiving feedback from their supervisors during a post-observation conference by using a framework of three conditions for learner improvement. The study aimed to enhance what student teachers valued, what they understood, and how they responded to their supervisors’ feedback. What they shared highlighted two significant factors influencing their responsiveness to feedback: (1) a knowledge of their learners and (2) a desire to be treated as professionals. These two factors determined whether they applied …

The Effect Of Feedback On Written Expression Skills Among High School Deaf Students, Dr. Maryam Hafez Omar Turkestani

International Journal for Research in Education

Abstract

The study aimed to investigate the effect of feedback on written expression skills among high-school deaf students, by using quai- experimental design approach. The participants included 12 deaf female students in the 11^th and 12^th grades in the merged classes in Riyadh city. Participants were randomly divided equally into an experimental and a control group. A rubric was built to evaluate the following written expression skills (ideas, organization, word choice, syntactic, grammatical & spelling rules, and presentation) and 14 topics were chosen for this study. Feedback was provided for the participants’ writings for seven weeks, in a …

Using ‘How To …’ Videos In Feedforward Practices To Support The Development Of Academic Writing, Sally Quinn Dr

Journal on Empowering Teaching Excellence

Access the online Pressbooks version of this article here.

The transition to Higher Education is full of new challenges for students not least the challenge to develop a style of writing expected within one’s discipline of study at the HE level. Feedback on students’ assessments can be one way that guides students to focus on the aspects of their writing that they should aim to improve at different points of their study but often students report difficulty in understanding markers’ comments and exactly how to improve on these skills. We developed a library of 27 five minute ‘How to…’ videos …

Full Issue: Journal On Empowering Teaching Excellence, 2022 Special Issue (Vol. 5, Iss. 3)

Journal on Empowering Teaching Excellence

The full-length 2022 Special Issue (Volume 5, Issue 3) of the Journal on Empowering Teaching Excellence

Access the online Pressbooks version (with downloadable EPUB format) here.

Looking Behind Virtual Lenses: Field Experience, Modeling, Coaching, Partnerships, Supervision, And Feedback, Tamara Lynn, Shantel Farnan, Jessica A. Rueter, Adam Moore

Education Faculty Publications

Small special education programs (SSEPs) are composed of limited faculty tasked with educating interns dispersed across large geographical areas (Reid, 1994). These needs underscore a call for more flexible educational program options. Moreover, Kebritchi et al. (2017) found professors in higher education institutions sought a variety of instructional methods to critically respond to barriers experienced by SEPPs. The purpose of this article is to highlight virtual methods utilized by SSEPs for field experiences, modeling, coaching, feedback, supervision, and partnerships to leverage faculty expertise effectively and efficiently, to expand recruitment in programs, and to support teacher retention efforts. Using the Council …

Motivational Communication Strategies For Virtual Teams, Monica Metri

Walden Dissertations and Doctoral Studies

Organizational leaders may not communicate effectively to motivate their virtual teammembers to achieve goals. Leaders who lack communication strategies to motivate virtual team members can lead to dissatisfied employees and increased timelines to achieve project goals for their organization. This may adversely impact the accurate and timely achievement of goals, reducing profits and thereby, shareholder returns. Grounded in Herzberg's two-factor theory, the purpose of this multiple case study was to explore leaders' communication strategies to motivate virtual team members to achieve project goals. The participants consisted of eight virtual team leaders in the northeastern United States who successfully implemented communication …

Exploring Pedagogic And Practical Intersections Of Academic Writing Support For Students In Higher Education, Maria-Jose Gonzalez, Roisin Donnelly

Articles

This case study explores undergraduate and postgraduate student perceptions of the nature and effectiveness of academic writing provision and practice in a university in Ireland. Its focus isthe Academic Writing Centre (AWC), a university-wide initiative to support all students. It discusses students’ perceptions as to the academic writing support provided at the AWC and students’ preferred writing strategies. The research design used a qualitative approach to gather data on students’ perceptions of the academic writing support received at one-to-one consultations. Data was gathered via a student survey (n=21) sent to all students who avail of the AWC’s one-to-one support. Findings …

Instructional Coach Feedback: Investigating The Impact, Anna Coats

Doctor of Education Dissertations

This mixed methods study was conducted to investigate the impact the knowledge, skills, dispositions, and coaching style of an instructional coach has on middle grades teacher instructional practices. The results of this study can be used to inform school leaders, administrators, and instructional coaches on methods for improving instructional coaching practices. The study was conducted utilizing a survey instrument and interviews. The survey indicated the instructional coaches have a role in developing instructional practices, though the qualitative data indicated possibility of greater impact than in current practice. Interview participants identified opportunities for a greater impact, such as incorporating timely, balanced, …