Journal articles: 'Constructive feedback'

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Percival, Jennifer. "Constructive feedback." Nursing Standard 20, no. 28 (March 22, 2006): 72. http://dx.doi.org/10.7748/ns2006.03.20.28.72.c4098.

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Percival, Jennifer. "Constructive feedback." Nursing Standard 20, no. 28 (March 22, 2006): 72. http://dx.doi.org/10.7748/ns.20.28.72.s66.

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Ovando, Martha N. "Constructive Feedback." International Journal of Educational Management 8, no. 6 (December 1994): 19–22. http://dx.doi.org/10.1108/09513549410069185.

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Dryden, Lisa. "Constructive feedback." Nursing Standard 28, no. 11 (November 13, 2013): 61. http://dx.doi.org/10.7748/ns2013.11.28.11.61.s51.

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Trempe, James P. "Providing constructive feedback." Biochemical Education 20, no. 3 (July 1992): 184–85. http://dx.doi.org/10.1016/0307-4412(92)90077-y.

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Rider, Elizabeth A. "Giving Constructive Feedback." JAMA: The Journal of the American Medical Association 274, no. 11 (September 20, 1995): 867f. http://dx.doi.org/10.1001/jama.1995.03530110025010.

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Altmiller, Gerry, Belinda Deal, Nancy Ebersole, Randi Flexner, Janet Jordan, Vicki Jowell, Tommie Norris, et al. "Constructive Feedback Teaching Strategy." Nursing Education Perspectives 39, no. 5 (2018): 291–96. http://dx.doi.org/10.1097/01.nep.0000000000000385.

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Sugiarto, Sugiarto, Sri Sundari, and Lisa Musharyanti. "EFEKTIFITAS METODE SIMULASI DAN FEEDBACK YANG KONSTRUKTIF DALAM PELATIHAN CARDIOPULMONARY RESPIRATORY UNTUK MENINGKATKAN PENGETAHUAN DAN KETERAMPILAN MAHASISWA." DINAMIKA KESEHATAN JURNAL KEBIDANAN DAN KEPERAWATAN 10, no. 1 (January 2, 2020): 388–401. http://dx.doi.org/10.33859/dksm.v10i1.299.

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Constructive feedback is an effort to increase knowledge and skills so that instructors can find out how to provide constructive feedback. Constructive feedback of simulation methods needs to be given to students in order that they are motivated to increase their knowledge and skill. The objective of this study is to understand increasing of student’s knowledge and skill in simulation methods with and without constructive feedbacks. Methods used in this study is Quasi Experiment using pretest and posttest with control group. Total respondents used in this study are 77 respondents with 40 students of intervention group and 37 students of control group using purposive sampling technique. Respondents were given interventions such as constructive feedback.The results of study using paired sample t-test indicate that there was significant effect on giving constructive feedback to students before and after giving interventions with p-value result of 0.05. It is expected that feedback is continuously given by an educator to grow learning spirit and self-introspection to students.

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Brooks, Janine. "Constructive feedback, evaluation and assessment." BDJ In Practice 35, no. 7 (July 4, 2022): 16–18. http://dx.doi.org/10.1038/s41404-022-1186-0.

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Bowman, Keith A. "Constructive Feedback, Positive Influence [People]." IEEE Solid-State Circuits Magazine 13, no. 1 (2021): 64. http://dx.doi.org/10.1109/mssc.2020.3036271.

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Omer, AhmadAbdulAzeem Abdullah, and MohhamedElnibras Abdularhim. "The criteria of constructive feedback: The feedback that counts." Journal of Health Specialties 5, no. 1 (2017): 45. http://dx.doi.org/10.4103/2468-6360.198798.

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Ruscher, Janet B., Devin L. Wallace, Kristin M. Walker, and Lindsay H. Bell. "Constructive feedback in cross-race interactions." Group Processes & Intergroup Relations 13, no. 5 (July 30, 2010): 603–19. http://dx.doi.org/10.1177/1368430210364629.

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Ling, Ying-Leh. "FOLLOWERS RESPONSES ON THE INFLUENCE OF FEEDBACK CREDIBILITY AS A MODERATOR ON THE RELATIONSHIP BETWEEN CONSTRUCTIVE FEEDBACK AND SELF-EFFICACY OF TEACHING." INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY 7, no. 2 (May 30, 2016): 1071–76. http://dx.doi.org/10.24297/ijrem.v7i2.3840.

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This study aimed to identify the effect of feedback on the credibility of the source towards constructive feedback and self-efficacy of teaching. Specifically, the objective of this study was to determine whether the credibility of the source of feedback be the moderator of the relationship between the constructive feedback and self-efficacy of teaching. In this study, a total of 411 lecturers from three premier polytechnics and two polytechnics which achieved excellent recognition through polyrate took part. Data for this study were collected through a questionnaire which was adapted from previous researchersâ€™ questionnaire. Finding shows that higher academic qualification does have an effect on feedback credibility. Hypothesis testing is done by using multiple regression analysis and hierarchical multiple regression analysis. Findings have shown the constructive feedback and credibility of feedback have an influence on self-efficacy of teaching. In addition, the findings also indicate the credibility of the feedback was moderator of the relationship between the constructive feedback and self-efficacy of teaching. In terms of implications, middle leaders in educational organizations should enhance the skills, knowledge, and credibility in giving constructive feedback to shape and improve self-efficacy among his followers.Â

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Susilana, Rudi, and Benny Agus Pribadi. "Constructive online feedback to enhance learning achievement of open and distance students." World Journal on Educational Technology: Current Issues 13, no. 3 (July 31, 2021): 514–28. http://dx.doi.org/10.18844/wjet.v13i3.5959.

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The purpose of the present study was to elaborate the effect of providing the constructive feedback to open and distant students who enrolled in the online learning program. The participants were 30 students who studied in eight sessions of the online course. They had to discuss course content in available chat forum of the Learning LMS and complete written assignments. The constructive feedback with some characteristics - specific and actionable; descriptive and helpful; showing respect; address to issues and tasks; and provide dialogue - were immediately provided by the tutors on the students’ discussion and their written assignments. Pre-test and post-test sessions were implemented to get information regarding the influence of constructive feedback on students’ cognitive aspects. In addition, the online interview session was also applied to gather the information concerning the impact of the constructive feedback provision on students’ motivational aspects. It is therefore concluded that the provision of constructive feedback student’s motivation and knowledge while they were participating in online learning program. Keywords: Constructive feedback; online learning; learning achievement;

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Aslam, Rabia, Najmonnisa Khan, and Lubna Oad. "Constructive Feedback, Learning Motivation and Academic Achievement in Chemistry Subject: Qualitative Experiences from Classroom Intervention." Global Educational Studies Review VI, no. I (March 30, 2021): 341–53. http://dx.doi.org/10.31703/gesr.2021(vi-i).34.

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The study aimed to explore headmistress, teachers, and students' perceptions about constructive feedback before and after the intervention. A true experimental research design was used for the intervention to measure the effects of constructive feedback. One headmistress and three Chemistry subject teachers were interviewed, and Focus Group Discussion (FGD) was conducted with five experimental group students before and after the intervention. A semi-structured interview schedule and FGD guidelines were used to collect the data. Data were collected twice to find out the differences in opinions/perceptions before and after the intervention. Results support that constructive feedback practices increase students' performance and motivation towards Chemistry. Students' self-efficacy and self-regulation skills also developed among students after the intervention. Constructive feedback was also found effective for the low-score achievers to increase their performance in Chemistry. It is recommended that constructive feedback should be incorporated in daily formative assessment practices in the classroom setting.

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Duffy, Kathleen. "Providing constructive feedback to students during mentoring." Nursing Standard 27, no. 31 (April 3, 2013): 50–56. http://dx.doi.org/10.7748/ns2013.04.27.31.50.e7334.

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Shrivastava, Saurabh RamBihariLal. "Constructive feedback: A step towards meaningful evaluation." International e-Journal of Science, Medicine & Education 7, no. 2 (2013): 51. http://dx.doi.org/10.56026/imu.7.2.51.

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Raissa ATANGANA ATANGANA, Pauline. "CONSTRUCTIVE FEEDBACK FOR AN EFFECTIVE COMMUNICATIVE CLASS." International Journal of Social Humanities Sciences Research (JSHSR) 8, no. 78 (January 1, 2021): 3304–9. http://dx.doi.org/10.26450/jshsr.2874.

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Rohwer, Debbie. "Comments From the Editor: Using Constructive Feedback." Update: Applications of Research in Music Education 37, no. 1 (August 6, 2018): 3–4. http://dx.doi.org/10.1177/8755123318791411.

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Altmiller, Gerry. "Strategies for Providing Constructive Feedback to Students." Nurse Educator 41, no. 3 (2016): 118–19. http://dx.doi.org/10.1097/nne.0000000000000227.

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GRENSING-POPHAL, LIN. "An environment of constructive feedback improves performance." Nursing Management (Springhouse) 31, no. 2 (February 2000): 27. http://dx.doi.org/10.1097/00006247-200002000-00020.

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Waggoner Denton, Ashley. "Improving the Quality of Constructive Peer Feedback." College Teaching 66, no. 1 (August 25, 2017): 22–23. http://dx.doi.org/10.1080/87567555.2017.1349075.

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Rondeau, Kent V. "Constructive Performance Appraisal Feedback for Healthcare Employees." Hospital Topics 70, no. 2 (April 1992): 27–33. http://dx.doi.org/10.1080/00185868.1992.10543690.

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Battilotti, Stefano, and Claudia Califano. "A constructive condition for dynamic feedback linearization." Systems & Control Letters 52, no. 5 (August 2004): 329–38. http://dx.doi.org/10.1016/j.sysconle.2004.02.009.

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Dewi, Utami. "Peer Feedback in Reviewing Essay." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (August 6, 2019): 1–7. http://dx.doi.org/10.35307/saltel.v2i2.26.

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Peer feedback is the comment or advice from equal partner, which can help the writer to improve their product of the writing. The aim of this study was to find out the types of peer feedback most frequently given by students in reviewing their classmates’ essay. The total participants of this study were 178 students of English education department. The data of this study was taken from peer feedback given by students in reviewing essay, which applied in the class of writing. The design of this study was descriptive quantitative. The peer feedback given by students in reviewing their classmates’ essay was analyzed and categorized based on Hyland and Hyland’s classification: praise, criticism, and suggestion. As the result, suggestion was most frequently given by students in reviewing essay because most of the students gave constructive comment or asking the improvement as their feedback rather than gave praise and criticism. It was seen that the total suggestion which given by students to the classmates was 208 feedback. Then, 108 praise was given which expressed the positive comments or positive impression, though there is some empty praise without constructive comments. 107 criticisms were also given by students in expressing their negative comment or dissatisfaction with the essay written by their classmates. In addition, some combinations of the feedback were also given in reviewing essay. There are 30 combinations of praise and criticism, 51 combinations of praise and suggestion, and 25 combinations of criticism and suggestion. In conclusion, the reviewers expressed positive and negative comments, positive and constructive comments, the negative and constructive comments in same time.

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London, Manuel. "Giving feedback: Source-centered antecedents and consequences of constructive and destructive feedback." Human Resource Management Review 5, no. 3 (September 1995): 159–88. http://dx.doi.org/10.1016/1053-4822(95)90001-2.

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Whitney, Todd, and Kera B. Ackerman. "Acknowledging Student Behavior: A Review of Methods Promoting Positive and Constructive Feedback." Beyond Behavior 29, no. 2 (February 1, 2020): 86–94. http://dx.doi.org/10.1177/1074295620902474.

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Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on the reinforcement of students with emotional and behavioral disorders.

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Dinagaran, D., K. R. Balasubramanian, and S. P. Sivapirakasam. "Behavior Based Safety Approach to Improve Workplace Safety in Multistory Building Construction." Advanced Science, Engineering and Medicine 12, no. 12 (December 1, 2020): 1491–99. http://dx.doi.org/10.1166/asem.2020.2588.

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Behavior Based Safety (BBS) approach is the “usage of science for changing the behavior of an individual”. “Behavior Based Safety” focuses on action of workmen on day-to-day safety behavior and its improvement. This study presents a case study within the multistory building construction in India. This research work plans the outline of the BBS method into 7 steps and encapsulates a number of behavioral safety methods to prevent the workplace accident. The objective of this paper is to create a safe work environment in construction industries by decreasing frequency severity of injuries and increase the safe behavior. The outcome of this research work revealed that a method related to observation, a real-time measure of safety behavior with appreciative and constructive feedback for the significant improvement of the safety performance in multistory building construction. Observers educated to provide appreciative feedback when the workers performed the task safely and to offer constructive feedback to unsafe task performers. Baseline data of current safety performance was calculated before the BBS approach implementation and compared with the safety performance weekly data to identify the improvements.

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Harvey, Jean-François, and Paul Green. "Constructive feedback: When leader agreeableness stifles team reflexivity." Personality and Individual Differences 194 (August 2022): 111624. http://dx.doi.org/10.1016/j.paid.2022.111624.

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Mendel, Lisa. "Constructive and Effective Feedback in the Supervision Process." Seminars in Hearing 27, no. 2 (May 2006): 107–15. http://dx.doi.org/10.1055/s-2006-939448.

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Roebuck, Chris. "Constructive feedback: Key to higher performance and commitment." Long Range Planning 29, no. 3 (June 1996): 328–36. http://dx.doi.org/10.1016/0024-6301(96)00028-3.

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Cooper, Tab W., and Lucia Stretcher Sigmar. "Constructive Supervisory Confrontation: What Employees Want." International Journal of Management & Information Systems (IJMIS) 16, no. 3 (July 9, 2012): 255. http://dx.doi.org/10.19030/ijmis.v16i3.7078.

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Confronting others with constructive criticism and feedback to hold them accountable for their actions and behavior is an important leadership skill in managing people. While the majority of literature generally supports the need for constructive supervisory confrontation in the workplace, few studies have attempted to quantify the issue of supervisory confrontation from the employees perspective. Using data from a 2010 survey of 69 mid- and lower-level employees, this study examines employee perception of two primary forms of supervisory confrontation: supportive and corrective feedback. Our research quantifies six, statistically significant areas of confrontational behavior that were valued by employees and ranks their relative importance in the workplace. Our hypothesis is that positive and supportive feedback is valued more highly by employees, and leaders who are socially and emotionally skilled will have a greater impact on employee performance. An understanding of employee perception and valuation of confrontational behavior can improve supervisory leadership, and can also promote employee job satisfaction, motivate employees, eliminate the need for constant supervision, and influence the quality of and improve workplace relationships.

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Pangastuti, Dwiretno, Natalia Widiasih, and Diantha Soemantri. "Piloting a constructive feedback model for problem-based learning in medical education." Korean Journal of Medical Education 34, no. 2 (June 1, 2022): 131–43. http://dx.doi.org/10.3946/kjme.2022.225.

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Purpose: Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials.Methods: This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors’ characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model.Results: Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students’ characteristics and performance, tutors’ characteristics and self-perceptions, and supportive infrastructure.Conclusion: The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.

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Chulanova, Oksana, and E. Bullyakulova. "EFFECTIVE PROVISION OF FEEDBACK AS A KEY COMPETENCE OF STAFF MOTIVATION AND INVOLVEMENT: PRINCIPLES, OPPORTUNITIES, RISKS." Management of the Personnel and Intellectual Resources in Russia 11, no. 4 (September 19, 2022): 33–40. http://dx.doi.org/10.12737/2305-7807-2022-11-4-33-40.

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The article presents the results of the author's research and recommendations for providing feedback that contributes to effective interaction with employees, maintaining their involvement and increasing motivation. The authors present the results of the study, revealing the relevance of the formation and development of the feedback competence of managers. The study examines the features of the feedback competence, the possibilities of constructive communication, the risks of non-constructive feedback. The article discusses Seagull manager, which refers to a leadership style that should be avoided. The authors of the article are supporters of the humanization of labor activity based on effective feedback, which allows achieving high results in individual, collective and team activities. The article presents the methods of remuneration used in organizations to motivate staff. The article presents an algorithm and principles for providing feedback.

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Trimmer, John T., and Jeremy S. Guest. "GIVE: A Framework of Assumptions for Constructive Review Feedback." Environmental Science & Technology 54, no. 19 (September 14, 2020): 11648–50. http://dx.doi.org/10.1021/acs.est.0c04119.

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Duralia, Daniela. "Technology as a Support for Constructive Learning." International conference KNOWLEDGE-BASED ORGANIZATION 26, no. 2 (June 1, 2020): 283–87. http://dx.doi.org/10.2478/kbo-2020-0091.

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AbstractThe integration of high technology in education has been the topic of many conferences. Being a new concept, many teachers feel anxious when having to use it, whereas students show much excitement. When choosing to integrate technology in their LES (Learning Evaluation Situation), teachers need to have their pedagogical goals established. As Peter Lindsay puts it, “we do not decide on the technology and let that decision dictate the experience” [1].This paper explores the importance of using technology in a constructive way in ESL (English as a Second Language) or EFL (English as a Foreign Language) classes. Most often the teacher does not manage to provide each student with feedback. Such feedback represents the building blocks in students’ learning process. Most often they become demotivated because they have no idea of how they could improve. Not only is feedback through technology a way to save teachers’ and students’ time, but it also gives the latter the opportunity to use metacognitive thinking. Teacher’s control and guidance in view of overcoming their difficulties is indispensable. While monitoring the students, the teacher intervenes correcting them in view of putting them back on the right track so that they finally follow the trajectory drawn in the LES to obtain the final pedagogical goals.

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Sallang, Howes, and Ying-Leh Ling. "The Importance of Immediate Constructive Feedback on Students’ Instrumental Motivation in Speaking in English." Britain International of Linguistics Arts and Education (BIoLAE) Journal 1, no. 2 (November 22, 2019): 1–7. http://dx.doi.org/10.33258/biolae.v1i2.58.

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The research discusses the importance of immediate constructive feedback in increasing instrumental motivation towards English speaking. This is research is on the students’ perspectives as teachers advice on the students’ state of performance contributes to the students’ increased motivation in speaking the English language in a teaching and learning process. Therefore, this research provides the understanding that teachers’ behavior could compliment students’ increased instrumental motivation in learning English language during the teaching and learning process in their respective classroom would complement their proficiency in speaking in English language. 227 final year bachelor degree students of a private higher learning institutions from five schools; School of Business and Management, School of Engineering Technology, School of Built Environment and School of Computing and Creative Media are the samples of this research. The research instrument used in this research is a set of five Likert scale questionnaire and it brings a result of a relationship between immediate constructive feedback with students’ instrumental motivation and also that there is an influence of immediacy constructive feedback towards students’ instrumental motivation in speaking English language. Therefore, the research concluded that providing immediate constructive feedback is crucial in a teaching and learning process especially as it boosts students’ motivation in speaking in English language.

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Чижикова, Ольга Вікторівна. "PROVISION OF CONSTRUCTIVE FEEDBACK BY MEANS OF INFORMATION TECHNOLOGIES IN THE PROCESS OF FOREIGN LANGUAGE COMPETENCE DEVELOPMENT OF STUDENTS OF ECONOMIC SPECIALTIES." Information Technologies and Learning Tools 82, no. 2 (April 25, 2021): 231–42. http://dx.doi.org/10.33407/itlt.v82i2.3999.

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The article explores the importance of forming constructive academic feedback via information technologies in the process of students’ foreign language competence development. This article reports on theoretical substantiation and practical results of the experimental work on effective feedback provision in the process of students’ foreign language communication skills development in higher education. The growing role of online space in constructive feedback designing is underlined. The author analyses scientific works in Scopus and Web of Science Databases in particular on academic feedback, its basic characteristics and its role in improving students’ foreign language competence. The article highlights the importance of carefully designing feedback process in the course of learning English with the purpose to develop students’ communication and problem-solving skills, improve their practical knowledge, enrich their professionally oriented vocabulary, and enhance other students’ abilities resulting in a better FL competence. Particular attention is paid to methods, principles and conditions that enable effective feedback formation by means of information technologies. The main elements and types of constructive feedback are analyzed. The results of the experiment as well as their interpretation are offered. The participants of the experiment were 25 first-year students of 3 economic specialties learning English as a foreign language. The products of students' activities were analyzed to investigate the most effective ways of academic feedback. The participants presented their academic outcomes in the form of a short essay, a test, and projects. The experiment results showed improvement through the reduction of grammar and lexical error rates. The results showed the reduction of 4 error categories in general. The article presents the students’ responses to different types of academic feedback (direct, indirect, metalinguistic, staff-to-student, peer feedback) in the form of an online survey. The positive effect of feedback via information technologies on students’ foreign language communication skills, professional-oriented vocabulary enrichment, English grammar skills, motivation to learn foreign languages, elaboration of educational products, self-assessment and self-improvement skills was recorded at the end of the study. The results of the experiment are discussed in light of the growing use of information technologies that enable constructive feedback provision in the process of foreign language competence development. The advantages and disadvantages of academic feedback provision by using information technologies are analyzed. Recommendations for educators and students are provided on the effective feedback formation in the process of foreign language study.

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Fong, Carlton J., Jayce R. Warner, Kyle M. Williams, Diane L. Schallert, Ling-Hui Chen, Zachary H. Williamson, and Shengjie Lin. "Deconstructing constructive criticism: The nature of academic emotions associated with constructive, positive, and negative feedback." Learning and Individual Differences 49 (July 2016): 393–99. http://dx.doi.org/10.1016/j.lindif.2016.05.019.

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Zhang, Wei, and Hong Mei. "A constructive model for collective intelligence." National Science Review 7, no. 8 (May 7, 2020): 1273–77. http://dx.doi.org/10.1093/nsr/nwaa092.

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Summary Natural phenomena of collective intelligence (CI) occurring in physical space show a potential approach to effective large-scale human collaboration in cyberspace. Based on existing explanatory understanding of CI, this perspective proposes a constructive model for building artificial CI systems, i.e., problem-oriented CI phenomena with AI-powered information integration and feedback.

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Ashby-King, Drew, Raphael Mazzone, and Lindsey Anderson. "Defining Feedback: Understanding Students’ Perceptions of Feedback in the Introductory Communication Course." Journal of Communication Pedagogy 4 (2021): 70–84. http://dx.doi.org/10.31446/jcp.2021.1.06.

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Feedback is an essential part of the teaching/learning processes. This statement is especially true in the introductory communication course where students receive feedback throughout the presentational speaking process. This paper explores how students define useful feedback based on 1,600 qualitative questionnaires that asked students about their perceptions of feedback. A thematic analysis of a randomly selected subset of 163 responses uncovered two themes: (1) feedback content characteristics (e.g., specific, constructive, praiseworthy, and purposive) and (2) process of instructor-provided feedback (e.g., iterative, timely). Based on these findings, a set of best practices for providing feedback is offered as a means to improve teaching/learning in the introductory communication course.

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Pourmandnia, Delaram, and Behnam Behfrouz. "Constructive-Feedback: An Educational District Forma Theory to Practice in ELF Teacher Education." International Letters of Social and Humanistic Sciences 41 (September 2014): 123–37. http://dx.doi.org/10.18052/www.scipress.com/ilshs.41.123.

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The aim of this study is to familiarize the readers with some key and basic issues about feedback which is an educational district these days, in a coherent and tangible manner. In this paper, through using relevant literature, issues such as teacher education, good language teaching constructive feedback, types of feedback and its effect on educational environment of language teachers are discussed.

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Eika, Evelyn. "Is Peer Feedback Helpful When Learning Literature Review Writing? A Study of Feedback Features and Quantity." English Linguistics Research 10, no. 1 (March 27, 2021): 10. http://dx.doi.org/10.5430/elr.v10n1p10.

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The literature review is an important part of an academic text. It is common for students to learn literature review writing through reading and practice. This study explored peer feedback as an assisting interactive social tool that aims to provide formative assessment of literature reviews written by master students. The student reviewers’ feedback characteristics were identified and coded, and their relationships with writing performance were examined. Six assessment criteria and writing categories relevant to the literature reviews genre were employed for the writing process as well as a peer feedback process. The feedback patterns were analysed according to four dimensions: describing status or problems versus prescribing directions, abundant input versus uncritical/empty comments, high versus low level, and constructive versus negative. No correlations were found between review patterns, students’ performance mark, and quantity of feedback received. Significant correlations were observed between specific review patterns and separate category scores. The dimensions constructive vs. negative and high vs. low level correlated with most category scores. The findings show that the students were able to provide useful and high-level comments to assist their peers’ writing. Overall, it was found that peer feedback quality and quantity do not define the performance mark, but benefit individual aspects of literature reviews writing.

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Crespo, Sofia, and Feileacan McCormick. "Augmenting Digital Nature: Generative Art as a Constructive Feedback Loop." Architectural Design 92, no. 3 (April 7, 2022): 54–59. http://dx.doi.org/10.1002/ad.2813.

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Signorini, Adriana. "Involving Undergraduates in Assessment: Assisting Peers to Provide Constructive Feedback." Assessment Update 26, no. 6 (November 2014): 3–13. http://dx.doi.org/10.1002/au.30002.

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Ovando, Martha N. "Building Instructional Leaders’ Capacity to Deliver Constructive Feedback to Teachers." Journal of Personnel Evaluation in Education 18, no. 3 (October 19, 2006): 171–83. http://dx.doi.org/10.1007/s11092-006-9018-z.

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Ackerman, Kera, and Channon Horn. "The Positive Implications of Intentional Feedback." Journal of Special Education Preparation 1, no. 1 (May 19, 2021): 16–24. http://dx.doi.org/10.33043/josep.1.1.16-24.

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Positive and constructive feedback is a high leverage practice that can be learned and practiced through scaffolded and structured experiences. Teaching preservice candidates to provide effective feedback is an efficient way to increase P-12 students’ learning and behavioral outcomes. Teacher educators can craft experiences for their preservice teachers that offer rich coursework experiences, practice-based opportunities, and aligned clinical placement. Using the scaffolded approach provided in this article, teacher educators can ensure these experiences are robust and aligned with evidence-based pedagogy.

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Lowe, Tom, and Cassie Shaw. "Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution." Teaching & Learning Inquiry 7, no. 2 (September 16, 2019): 121–35. http://dx.doi.org/10.20343/teachlearninqu.7.2.8.

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The construction of what students constitute to be “good” feedback often plagues the minds of academics, who seem to continuously search for the holy grail of what it is exactly students want from their feedback in Higher Education. This aspect of the student experience in assessment and feedback continues to elude institutions by the nationally lower average scores in the United Kingdom annual National Student Survey questions on timely/prompt feedback (NSS, 2017, Gartland et al 2016) which makes this a topical area for exploration and discussion. To investigate student perceptions of feedback in an alternative method, this article examines the qualitative data from three years of Student-Led Teaching Awards (STLA) nominations for the category “Best Lecturer for Constructive and Efficient Feedback” at the University of Winchester. From this study, new revelations in regards to the student perception of the ‘best’ lecturer(s) feedback practice have come to light including terminology, language and emphasis on email turnaround, rather than the actual format of the feedback itself (handwritten, e-submission etc.). In order to tease out the repetitive emerging themes for what students are perceiving to be “good” feedback, this paper will outline the findings of this study, including the methodology and nomination process of the SLTAs at Winchester.

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Aslam, Rabia, and Najmonnisa Khan. "SECONDARY SCHOOL TEACHERS’ KNOWLEDGE AND PRACTICES ABOUT CONSTRUCTIVE FEEDBACK: EVIDENCE FROM KARACHI, PAKISTAN." Jurnal Cakrawala Pendidikan 40, no. 2 (June 30, 2021): 532–43. http://dx.doi.org/10.21831/cp.v40i2.35190.

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Teachers’ knowledge, conceptualization and actual practices in the classroom influence students’ academic performance. The present study sought to determine the existing practices and knowledge of teachers about constructive feedback, and to find how the knowledge of teachers would predict teachers’ feedback practices in classroom. A quantitative approach with survey research design was adopted to collect the data from the respondent through feedback knowledge questionnaire. The participants of the study were 396 secondary schools teachers of Karachi, Pakistan which were selected randomly from the population. Findings show that the teachers have good knowledge about providing constructive feedback as all the mean values of the constructs were in the range of acceptance (3.61-4.18). However they are not utilizing this knowledge in their daily teaching, as evidence from the descriptive analysis shows that majority teachers (69%) are taking more than a week time to provide feedback, and it is mostly in the form of verbal comments (64.1%) or just only tick or cross mark on students’ work (76.2%). That is the reason that insignificant results were found between teachers’ practices and their perception with very week negative correlation and effect size was also found negligible. Professional trainings are recommended to overcome this contradiction.

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Yannakoudakis, Aristotle G. "Full Static Output Feedback Equivalence." Journal of Control Science and Engineering 2013 (2013): 1–17. http://dx.doi.org/10.1155/2013/491709.

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We present a constructive solution to the problem of full output feedback equivalence, of linear, minimal, time-invariant systems. The equivalence relation on the set of systems is transformed to another on the set of invertible block Bezout/Hankel matrices using the isotropy subgroups of the full state feedback group and the full output injection group. The transformation achieving equivalence is calculated solving linear systems of equations. We give a polynomial version of the results proving that two systems are full output feedback equivalent, if and only if they have the same family of generalized Bezoutians. We present a new set of output feedback invariant polynomials that generalize the breakaway polynomial of scalar systems.

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Journal articles on the topic 'Constructive feedback'

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