Education Commons^™

Effectiveness Of Automated Formative Feedback In An Online Tutorial For Promoting Summarizing, Veronika Barkela, Miriam Leuchter

Journal of Educational Technology Development and Exchange (JETDE)

We conducted a study with the aim to investigate the effectiveness of automated formative feedback in improving students’ ability to summarize. One-hundred and thirty-eight undergraduate students in an elementary education program were asked to summarize six scientific texts, with the experimental group (N=87) receiving automated formative feedback in a computer-based learning environment (FALB). FALB provides automated feedback about content coverage, copying words avoidance, redundancy avoidance, relevance, and length. Comparing the experimental group to a control group (N=51), results implied that summarizing skills could be fostered when interacting with FALB. In particular, the automated formative feedback promoted the adherence to the …

Using Simulation To Develop Clinical Teaching Competencies In Nurse Educators, Julie Fitzwater

Faculty Publications

This report describes a research study to measure the effect of simulation on clinical educators’ knowledge and skills about effective formative feedback for prelicensure nursing students.

Subject Population: Clinical nurse educators who teach prelicensure nursing students in clinical education were recruited.

Research Design: Pre-test and post-test design with a simulation workshop for educators as the intervention. This was a pilot study.

Theoretical Frameworks: The theoretical frameworks guiding the research study include Meleis’ Transitions theory and the NLN Jeffries Simulation theory. Transitions theory addresses the situational transition when a nurse clinician takes on the new role of nurse educator. Simulation theory …

Evaluative Feedback: How K-12 Teachers Respond, Deetta Lorick Andersen

Walden Dissertations and Doctoral Studies

This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not change practices on the 8 state teaching standards in response to feedback. …