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Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

In higher education, students often misunderstand teachers’ written feedback. This is worrisome, since written feedback is the main form of feedback in higher education. Organising feedback conversations, in which feedback request forms and verbal feedback are used, is a promising intervention to prevent misunderstanding of written feedback. In this study a 2 × 2 factorial experiment (N = 128) was conducted to examine the effects of a feedback request form (with vs. without) and feedback mode (written vs. verbal feedback). Results showed that verbal feedback had a significantly higher impact on students’ feedback perception than written feedback; it did not improve students’ self-efficacy, or motivation. Feedback request forms did not improve students’ perceptions, self-efficacy, or motivation. Based on these results, we can conclude that students have positive feedback perceptions when teachers communicate their feedback verbally and more research is needed to investigate the use of feedback request forms.

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Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

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Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers

Many institutes for initial teacher education struggle to organise effective performance feedback within the context of student teaching practicum. As the cooperating teachers who provide this feedback bring their individualised ontologies, feedback practices have been characterised by inconsistencies in the amount and quality of performance feedback. In this small-scale study carried out in the Netherlands, we explored affordances of eCoaching using a standardised feedback taxonomy. With the help of Bluetooth technology and the Synchronous Online Feedback Taxonomy, four teacher educators provided eCoaching to eight preservice teachers over the course of three lessons. We interviewed teacher educators and preservice teachers about their experiences with eCoaching using the feedback taxonomy during secondary school practicum. Overall, both groups of participants were positive about eCoaching using the taxonomy. Teacher educators observed preservice teachers self-regulating when implementing prior feedback in their lessons. Preservice teachers indicated increased confidence following the lessons with eCoaching.

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Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers

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Een activiteitenmonitor met motiverende feedback voor patiënten na een beroerte

Uit de publicatie: "Dit artikel beschrijft het ontwikkelproces van een telemetriesysteem om de loopactiviteiten van mensen na een beroerte betrouwbaar te meten en hierover feedback te geven aan de patiënt en de fysiotherapeut op afstand. Het FESTA (FEedback to STimulate Activity)-systeem bestaat uit een accelerometer en een intelligent docking station. De patiënt moet overdag de accelerometer op de onderrug dragen en ’s avonds in het docking station plaatsen. Het docking station berekent uit de meetgegevens een aantal loopparameters en vergelijkt deze met het door de fysiotherapeut gestelde doel. De informatie wordt per e-mail naar de fysiotherapeut gestuurd en de patiënt ontvangt motiverende feedback op een display. De eerste reacties van de gebruikers op het prototype zijn positief, ook al valt er nog wel wat te verbeteren."

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Teacher Feedback during Active Learning

Feedback is one of the most powerful tools teachers can use to enhance student learning. In 2006, the Dutch Inspectorate of Education concluded from classroom observations that it is difficult for Dutch teachers to give their students good feedback in order to stimulate students' learning process and developmental progress. Similar problems were revealed in other school levels and countries, for example in secondary education and in Finland. Giving feedback during active learning may be even more troublesome for teachers. During active learning, students are working in small groups on different learning goals and undertake different learning activities at the same time. They need to achieve task-related goals as well as to develop the meta-cognitive knowledge and skills that are needed for active learning. Yet, teachers often seem unable to provide the feedback that is needed and they do not know how to support the development of meta-cognitive knowledge and skills.Therefore, this research project focused on ways to improve primary school teachers' feedback giving practices during active learning. The central research question is: How can primary school teachers learn to give optimal feedback to pupils during active learning? To answer this question, five studies have been conducted. In the first study, knowledge regarding teachers' feedback practices was gathered. A category system was developed based on the literature and empirical data. A total of 1465 teacher-student interactions of 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh or eighth grade of 13 Dutch primary schools were videotaped and assessed using this system. Results showed that about half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, however, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. In the second study, the problems these 32 primary school teachers perceive and the beliefs they hold regarding the provision of feedback were investigated. A writing task and an interview were conducted. It appeared that teachers believed that conditional teacher skills, especially time management, hindered them most from giving good feedback. The most widely held belief was that 'feedback should be positive'. Teachers also believed that it is important to adopt a facilitative way of giving feedback, but they found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. In the third study, a professional development program (PDP) was developed, implemented and evaluated. The goals and content of the PDP were based on a review of the literature regarding feedback and active learning and on the results of the preceding studies. The design of the PDP was based on the extant literature regarding the features which are considered to be important for PDPs, including structural features, goal setting and characteristics of the professional development activities that are part of the program. Effects of this PDP on 16 primary schoolteachers' knowledge, beliefs, perceived problems and classroom behavior were examined via observations, a writing task and a questionnaire prior and twice after the program was implemented. Results showed that several aspects of feedback during active learning were improved, both in the short and in the long term. For example, teachers learned to believe that feedback must be goal-directed and that learning goals need to be communicated to students. In the classrooms, teachers related their feedback more often explicitly to the learning goals. In the fourth study, the extent to which teachers attributed the success of the PDP to each of the purposefully implemented features of the PDP was examined. The 16 teachers that participated in the PDP completed a questionnaire and four focus group interviews were conducted. Results indicated that teachers value most features quite highly; all features contributed to teachers' professional development according to the teachers themselves. The qualitative data was used to illustrate and specify the theoretical knowledge regarding the features that appeared to be effective in PDP's. Finally, in the fifth study, the learning process of two of the participating teachers was described in detail. Written reflections, as well as videotaped reflections during the video interaction training meetings were analyzed and related to the effects of the PDP on both teachers' knowledge, beliefs, perceived problems and classroom behavior during te course of the PDP. By relating the learning processes of these two teachers to the literature regarding professional development, we aimed for a rich understanding of the impact of the PDP on teachers' professional development.

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Research Brief: Indirect Feedback: A Dialoguing Approach to Assessment

Although there is consensus in the current literature that feedback plays a fundamental role tostudent performance and learning, there is debate about what makes it effective. Particularly,some assessment instruments, like the National Student Survey in the United Kingdom, revealthat evaluation and feedback are systematically among the areas that students are less satisfiedwith. The aim of this article is to describe the indirect feedback technique, which was devised andused by the principle author in his previous tenure as a professor at the University of Cadiz inSpain and to reflect on how it can be applied to overcome some of the limitations presented in adifferent context of practice. It is argued that indirect feedback meets many of the principles ofgood practice (facilitation of self-assessment skills, delivery of quality information about thestudents’ learning, encouragement of dialogue, and improvement of teaching) identified by Nicoland McFarlane-Dick (2006).

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Research Brief: Indirect Feedback: A Dialoguing Approach to Assessment

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Assessing competence in sport psychology

Competent practice in sport psychology is of utmost importance for the professional status of the field, and hence proper assessment of competence for sport psychology practice is needed. We describe three cycles of action research to improve the assessment of competence in a sport psychology education program. The cycles were directed at (a) empowering supervisors in their assessing role, (b) improving the assessment checklist, and (c) investigating an alternative assessment method. Although challenges remain (e.g., improve the still low interrater reliability), the action research has contributed to an improved quality and higher acceptability of the assessment in the education program.

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Assessing competence in sport psychology

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Professional development in sport psychology

To enhance the training of sport psychology consultants, it is important to know which learning experiences are useful for which components of professional development. We interviewed 15 novice consultants on their learning experiences related to 13 different topics. Traditional learning experiences (e.g., courses, teachers) were related to the development of practical know-how. Learning from others (e.g., peers, colleagues) was related to professional development (i.e., dealing with issues, challenges, and dilemmas that occur in sport psychology practice). Practical experience and reflective activities were related to both know-how and professional development. These results can be used to shape effective sport psychology education.

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Professional development in sport psychology

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Error feedback and the acquisition of geographical representations

Three training conditions were compared in a task of learning locations of cities on a map: one in which participants could avoid errors by searching for the name of the correct city, and two others in which either immediate feedback after each response or delayed feedback after all responses had been made was given. Learners who received feedback only after placing all the cities on the map performed more poorly overall during training but outperformed the other two groups in both immediate and delayed tests. This advantage is interpreted as evidence of differential development of relational knowledge and application of cognitive effort across training conditions.

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Tailored feedback requirements for optimal motor learning

The pervasiveness of wearable technology has opened the market for products that analyse running biomechanics and provide feedback to the user. To improve running technique feedback should target specific running biomechanical key points and promote an external focus. Aim for this study was to define and empirically test tailored feedback requirements for optimal motor learning in four consumer available running wearables. First, based on desk research and observations of coaches, a screening protocol was developed. Second, four wearables were tested according to the protocol. Third, results were reviewed, and four experts identified future requirements. Testing and reviewing the selected wearables with the protocol revealed that only two less relevant running biomechanical key points were measured. Provided feedback promotes an external focus of the user. Tailoring was absent in all wearables. These findings indicate that consumer available running wearables have a potential for optimal motor learning but need improvements as well.

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Producten 1.018

Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers

Een activiteitenmonitor met motiverende feedback voor patiënten na een beroerte

Teacher Feedback during Active Learning

Research Brief: Indirect Feedback: A Dialoguing Approach to Assessment

Assessing competence in sport psychology

Professional development in sport psychology

Error feedback and the acquisition of geographical representations

Tailored feedback requirements for optimal motor learning

Personen 20

Celiane Camargo-Borges

Christian Roth

Hugh Jiliang Liu

Elly Khademi

Bas Agricola

Ida Lorbach

Justin Richardson

Eric Blaauw

Jacomijn Hofstra

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Producten 1.018

Impact of feedback request forms and verbal feedback on higher education students’ feedback perception, self-efficacy, and motivation

Careful Whisper: Using eCoaching and a Feedback Taxonomy to Provide Practicum Feedback for Preservice Teachers

Een activiteitenmonitor met motiverende feedback voor patiënten na een beroerte

Teacher Feedback during Active Learning

Research Brief: Indirect Feedback: A Dialoguing Approach to Assessment

Assessing competence in sport psychology

Professional development in sport psychology

Error feedback and the acquisition of geographical representations

Tailored feedback requirements for optimal motor learning

Personen 20

Celiane Camargo-Borges

Christian Roth

Hugh Jiliang Liu

Elly Khademi

Bas Agricola

Ida Lorbach

Justin Richardson

Eric Blaauw

Jacomijn Hofstra