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Academic literature on the topic 'Formative Feedback for Exploration'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Formative Feedback for Exploration"

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Youm, Julie, and Warren Wiechmann. "Formative feedback from the first-person perspective using Google Glass in a family medicine objective structured clinical examination station in the United States." Journal of Educational Evaluation for Health Professions 15 (March 7, 2018): 5. http://dx.doi.org/10.3352/jeehp.2018.15.5.

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Purpose: This case study explored the use of Google Glass in a clinical examination scenario to capture the first-person perspective of a standardized patient as a way to provide formative feedback on students’ communication and empathy skills ‘through the patient’s eyes.’ Methods: During a 3-year period between 2014 and 2017, third-year students enrolled in a family medicine clerkship participated in a Google Glass station during a summative clinical examination. At this station, standardized patients wore Google Glass to record an encounter focused on communication and empathy skills ‘through the patient’s eyes.’ Students completed an online survey using a 4-point Likert scale about their perspectives on Google Glass as a feedback tool (N= 255). Results: We found that the students’ experiences with Google Glass ‘through the patient’s eyes’ were largely positive and that students felt the feedback provided by the Google Glass recording to be helpful. Although a third of the students felt that Google Glass was a distraction, the majority believed that the first-person perspective recordings provided an opportunity for feedback that did not exist before. Conclusion: Continuing exploration of first-person perspective recordings using Google Glass to improve education on communication and empathy skills is warranted.
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Kay, Robin H. "Exploring Applications for Using Video Podcasts in Online Learning." International Journal of Online Pedagogy and Course Design 4, no. 2 (April 2014): 64–77. http://dx.doi.org/10.4018/ijopcd.2014040105.

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The purpose of this paper was to explore research-based applications for using video podcasts in an online learning environment. Five key video podcast uses were examined including administration, instruction, student assignments, feedback, and community. Administrative video podcasts provide course information on areas such as learning goals, lesson plan instructions, course policies, and homework or assignment expectations. Instruction-based video podcasts present short summaries or worked examples for teaching specific concepts. Student assignment video podcasts offer a creative way for students to demonstrate a variety of skills in a wide range of subject areas. Feedback-based video podcasts provide formative guidance to students about their progress or summative evaluation for assignments they complete. Finally, community-based video podcasts help build instructor-to-peer and peer-to-peer connections within an online learning course. Future exploration on the design of video podcasts, regardless of the application used, is discussed.
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Ferm Almqvist, Cecilia, John Vinge, Lauri Väkevä, and Olle Zandén. "Assessment as learning in music education: The risk of “criteria compliance” replacing “learning” in the Scandinavian countries." Research Studies in Music Education 39, no. 1 (November 7, 2016): 3–18. http://dx.doi.org/10.1177/1321103x16676649.

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Recent reforms in England and the USA give evidence that teaching methods and content can change rapidly, given a strong external pressure, for example through economic incentives, inspections, school choice, and public display of schools’ and pupils’ performances. Educational activities in the Scandinavian countries have increasingly become dominated by obligations regarding assessment and grading. A common thread is the demand for equal and just assessment and grading through clear criteria and transparent processes. Torrance states that clarity in assessment procedures, processes, and criteria has underpinned widespread use of coaching, practice, and provision of formative feedback to boost achievement, but that such transparency encourages instrumentalism. He concludes that the practice of assessment has moved from assessment of learning, through assessment for learning, to assessment as learning, with “assessment procedures and practices coming completely to dominate the learning experience” and “criteria compliance” replacing “learning”. Thus, formative assessment, in spite of its proven educational potential, threatens to be deformative. In this article we will explore to what extent and how this development is visible in two cases, presenting music education in one Norwegian and one Swedish compulsory school setting. Three thematic threads run through this exploration: quality, power, and instrumentalism.
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Chen, Yuan, and Pi Hsia Hung. "Development of a GSP Integrated Formative Assessment System on Geometric Creativity." Advanced Materials Research 108-111 (May 2010): 979–84. http://dx.doi.org/10.4028/www.scientific.net/amr.108-111.979.

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A GSP integrated learning and assessment system (LAS-GSP) is developed to provide students an interactive exploration environment and on-line feedbacks on geometric problem solving. Three tasks of maximal segmentation are developed to investigate the applicability and intervention effect of the system. There are four scoring elements for students’ on line assignments: (1) systematic approaches, (2) correct solutions, (3) originality of representation, and (4) function derived. The characteristics of students’ learning progress are discussed by the scoring rubrics applied. The results suggest abstract geometric concepts can be visualized, internalized, and enhanced at an earlier age, if mind-tool can be effectively implemented.
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Chaudhry, Beenish Moalla, Dipanwita Dasgupta, and Nitesh Chawla. "Formative Evaluation of a Tablet Application to Support Goal-Oriented Care in Community-Dwelling Older Adults." Proceedings of the ACM on Human-Computer Interaction 6, MHCI (September 19, 2022): 1–21. http://dx.doi.org/10.1145/3546743.

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Tools that can help older adults self-manage multiple health goals in collaboration with their care managers are rare to find. Informed by the Self-Determination Theory, Goal-Oriented Care paradigm and our prior findings, we used an iterative, user-centered process to design a tablet application to facilitate Goal-Oriented care in community-dwelling low income older adults with chronic (multi)morbidity. A formative in-situ evaluation was conducted in which 20 participants used the app to set and track health and wellness goals for 24 weeks, while participants' interactions with the app were logged. At the end of the study, semi-structured interviews were administered to understand how the app was used. Thirteen participants used the app throughout the study, while the remaining abandoned after short usage. Thematic analysis of the qualitative feedback shows that participants who used the app increased their commitment towards their goals and adopted healthy behaviors. Health issues, time constraints, lack of technical know-how and doubts about goal-setting paradigm were identified as primary reasons for low app usage and abandonment. Tools for Goal-Oriented care should support personalized goal exploration, build trust in the care paradigm, support collaboration, design for motivation, lower barriers to tracking and support re-engagement after abandonment. Carefully designed mobile apps have the potential to support Goal-Oriented care for older adults.
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Dean, Elizabeth, Lena Nordgren, and Anne Söderlund. "An Exploration of the Scientific Writing Experience of Nonnative English-Speaking Doctoral Supervisors and Students Using a Phenomenographic Approach." Journal of Biomedical Education 2015 (December 24, 2015): 1–11. http://dx.doi.org/10.1155/2015/542781.

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Nonnative English-speaking scholars and trainees are increasingly submitting their work to English journals. The study’s aim was to describe their experiences regarding scientific writing in English using a qualitative phenomenographic approach. Two focus groups (5 doctoral supervisors and 13 students) were conducted. Participants were nonnative English-speakers in a Swedish health sciences faculty. Group discussion focused on scientific writing in English, specifically, rewards, challenges, facilitators, and barriers. Participants were asked about their needs for related educational supports. Inductive phenomenographic analysis included extraction of referential (phenomenon as a whole) and structural (phenomenon parts) aspects of the transcription data. Doctoral supervisors and students viewed English scientific writing as challenging but worthwhile. Both groups viewed mastering English scientific writing as necessary but each struggles with the process differently. Supervisors viewed it as a long-term professional responsibility (generating knowledge, networking, and promotion eligibility). Alternatively, doctoral students viewed its importance in the short term (learning publication skills). Both groups acknowledged they would benefit from personalized feedback on writing style/format, but in distinct ways. Nonnative English-speaking doctoral supervisors and students in Sweden may benefit from on-going writing educational supports. Editors/reviewers need to increase awareness of the challenges of international contributors and maximize the formative constructiveness of their reviews.
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Zhang, Xing, Xiao Ming Du, Ning Zhu, and Xiu Bin Li. "Research on the Equipment Support Decision Making Agent." Advanced Materials Research 945-949 (June 2014): 3082–86. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3082.

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The crossover of the building of the BDI model and the Agent model helped to materialize the formation of the BDI-Agent model, strenthening the theoretical basis of the intelligent control field. According to recent studies about the equipment support decision making, relative research of the model of BDI-Agent with feedback has made less works. The research on the equipment support decision making BDI-Agent with feedback is an exploration of the study of the BDI-Agent model, On basis of the recommendation of the development of the BDI-Agent model and its primary data structures, brings up a kind of idea about the BDI-Agent model with feedback. To prove the feasibility of the idea, brings out a background, what is the moment when the equipment supporter meets a firethreaten during carrying out a mission, sets up a feedback condition. By means of programming the rationality of the BDI-Agent model with feedback is verified.
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Eriksen, Harald. "Vurdering for læring i norskfaget: Om lærerens skriftlige tilbakemeldinger på skriftlige tekster." Acta Didactica Norge 11, no. 1 (March 22, 2017): 6. http://dx.doi.org/10.5617/adno.4078.

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Vurdering for læring (VfL) er et stadig voksende forskningsfelt, og det har hatt betydelig innflytelse på norsk utdanningspolitikk gjennom både lovendringer og større satsinger der det er investert mye i undervisningsressurser, etterutdanning av lærere og lokalt forankrete utviklingsprosjekter. Det er imidlertid lite forskning på hvordan denne satsingen manifesterer seg i praksis, og spesielt med hensyn til VfL i norskfaget. I denne artikkelen presenteres resultater av en undersøkelse av seks norsklæreres skriftlige tilbakemeldinger til egne elever på 171 skriftlige heldagsprøver i norsk, gitt tilbake til elevene med cirka ni uker igjen av skoleåret. Tilbakemeldingene er kvalitativt analysert og kategorisert i en eksplorerende studie. Funnene indikerer at lærerne langt på vei gir elevene tilbakemeldinger som er i tråd med anbefalingene fra sentral VfL-forskning om hva som kjennetegner formative tilbakemeldinger, men at det samtidig er betydelig variasjon.Nøkkelord: vrdering for læring, vurdering av læring, skriftlig norsk, lærers tilbakemelding, formativ vurdering, skriveopplæringAbstractAssessment for learning (AfL), known from extensive international research has made a considerable impact on Norwegian educational policy, including changes in assessment regulations. This has been accompanied by excessive amount of resources invested in training teachers, schools staff, development of materials, and alike. However, there is little research investigating to what extent and in what ways these efforts have manifested themselves in Norwegian language arts. This article reports on teachers’ written response to students’ assignments in a high-stakes writing test shortly before an important national exam and at the end of their upper-secondary education. Six teachers from two schools and their six classes in general studies participated, and teachers’ comments on student texts (N = 171) were analyzed. Analyses were conducted qualitatively through categorization in an explorative study. Findings show that, with the exception of one, teachers to a fairly high degree give feedback in line with the recommendations from research on AfL and cover both language and content. However, there were differences observed in all aspects of feedback among individual teachers. Keywords: assessment for learning, assessment of learning, Norwegian language arts, teacher’s written feedback, formative assessment, writing instruction
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Batista, Pedro V. G., Daniel L. Evans, Bernardo M. Cândido, and Peter Fiener. "Does soil thinning change soil erodibility? An exploration of long-term erosion feedback systems." SOIL 9, no. 1 (January 23, 2023): 71–88. http://dx.doi.org/10.5194/soil-9-71-2023.

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Abstract. Soil erosion rates on arable land frequently exceed the pace at which new soil is formed. This imbalance leads to soil thinning (i.e. truncation), whereby subsoil horizons and their underlying parent material become progressively closer to the land surface. As soil erosion is a selective process and subsurface horizons often have contrasting properties to the original topsoil, truncation-induced changes to soil properties might affect erosion rates and runoff formation through a soil erosion feedback system. However, the potential interactions between soil erosion and soil truncation are poorly understood due to a lack of empirical data and the neglection of long-term erodibility dynamics in erosion simulation models. Here, we present a novel model-based exploration of the soil erosion feedback system over a period of 500 years using measured soil properties from a diversified database of 265 agricultural soil profiles in the UK. For this, we adapted the Modified Morgan–Morgan–Finney model (MMMF) to perform a modelling experiment in which topography, climate, land cover, and crop management parameters were held constant throughout the simulation period. As selective soil erosion processes removed topsoil layers, the model gradually mixed subsurface soil horizons into a 0.2 m plough layer and updated soil properties using mass-balance mixing models. Further, we estimated the uncertainty in model simulations with a forward error assessment. We found that modelled erosion rates in 99 % of the soil profiles were sensitive to truncation-induced changes in soil properties. The soil losses in all except one of the truncation-sensitive profiles displayed a decelerating trend, which depicted an exponential decay in erosion rates over the simulation period. This was largely explained by decreasing silt contents in the soil surface due to selective removal of this more erodible particle size fraction and the presence of clayey or sandy substrata. Moreover, the soil profiles displayed an increased residual stone cover, which armoured the land surface and reduced soil detachment. Contrastingly, the soils with siltier subsurface horizons continuously replenished the plough layer with readily erodible material, which prevented the decline of soil loss rates over time. Although our results are limited by the edaphoclimatic conditions represented in our data, as by our modelling assumptions, we have demonstrated how modelled soil losses can be sensitive to erosion-induced changes in soil properties. These findings are likely to affect how we calculate soil lifespans and make long-term projections of land degradation.
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Hares, Luke, Paul Roberts, Keith Marshall, and Mark Slack. "Using end-user feedback to optimize the design of the Versius Surgical System, a new robot-assisted device for use in minimal access surgery." BMJ Surgery, Interventions, & Health Technologies 1, no. 1 (December 2019): e000019. http://dx.doi.org/10.1136/bmjsit-2019-000019.

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BackgroundRobot-assisted minimal access surgery (MAS) reduces blood loss, recovery time, intraoperative and postoperative complications and pain. However, uptake of robotic MAS remains low, suggesting there are barriers to its use. To overcome these barriers, a new surgical robot system, Versius, was developed based on the needs and feedback of surgeons and surgical teams.MethodsThe surgical robot prototype was designed based on observations in the operating room (OR) and previous interviews with surgeons. Formative studies with surgeons and surgical teams were used to refine the prototype design, resulting in modifications to all components, including the arms, instruments, handgrips and surgeon console. Proof-of-concept cadaver studies were used to further optimize its design by assessing its usability during surgical procedures.ResultsFeedback led to the development of a novel, mobile design with independent arm carts and surgical console, linked by supported serial or parallel connections, providing maximum flexibility in the OR. Instrument tips were developed based on surgeons’ preferred designs and wristed at the tip providing seven degrees of freedom within the patient. Multiple handgrip designs were assessed by surgeons; of these, a ‘game controller’ design was rated most popular and usable. An open surgical console design allowing multiple working positions was rated highest by surgeons and the surgical teams.ConclusionsThis surgical robot system has been developed using feedback from end users throughout the design process and aims to minimize barriers to robotic MAS uptake. Additionally, these studies demonstrate system success in the surgical procedures it was designed for. The studies reported here, and further studies of the Versius Surgical System, are intended to align with IDEAL (Idea, Development, Exploration, Assessment, Long-term study) Framework guidance.
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Dissertations / Theses on the topic "Formative Feedback for Exploration"

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Mvelase, Newton Bhekisisa. "An exploration of the comprehension and implementation of assessment for learning by selected primary school mathematics teachers / Newton Bhekisisa Mvelase." Thesis, North West University, 2014. http://hdl.handle.net/10394/13170.

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In 2006 the Gauteng Department of Basic Education (GDoBE) launched a pilot project to introduce Assessment for Learning (AfL). This initiative was prompted by learners’ poor performance; especially in subjects such as Mathematics and English. The AfL project was introduced in selected primary and secondary schools. Grade 5 teachers for all subjects and Grade 10 teachers for all subjects within selected primary and secondary schools formed part of the pilot project. These teachers were oriented and introduced to AfL, after which workshops to strengthen teachers’ understanding and skills of AfL were conducted. Lead educators (District Learning Area facilitators or Subject Advisors), were required to monitor and support participating schools and teachers in implementing AfL. Based on a literature and empirical study, the researcher explored the comprehension and implementation of AfL by selected primary school Mathematics teachers that participated in the AfL pilot project of the GDoBE. The empirical study was approached by means of a qualitative research design in the form of a multiple case study. Individual interviews, observations and focus group interviews were used to collect data from purposive selected teachers from three Gauteng Districts (Johannesburg West, Johannesburg North and Ekurhuleni South). Both Township and ex-Model C primary schools were included in the study and eventually a total of 11 Mathematics teachers from these schools participated in the study. The research results revealed that the sampled teachers’ comprehension of AfL can be rated as satisfactory since they realise its potential in terms of learning and learner development. Moreover, these teachers show an awareness of the relation between formative (AfL) and summative assessment (assessment of learning (AoL)). With regard to its implementation, it is clear that a lack of support from colleagues, School Management Teams (SMTs) and District officials impede on the successful implementation of AfL. Other factors hampering the implementation of AfL include time constraints, uncertainty about appropriate resources and the simultaneous implementation of the Curriculum and Assessment Policy Statements (CAPS) and the Gauteng Primary Literacy Mathematics Strategy (GPLMS). It is further noted that the elements of AfL, which includes the sharing of learning intentions, questioning, feedback and peer and self-assessment, are all mediocrely implemented.
MEd (Learning and Teaching), North-West University, Vaal Triangle Campus, 2014
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Franked, Lennart. "Generating Exams and Formative Feedback." Thesis, Mittuniversitetet, Avdelningen för informationssystem och -teknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-35561.

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Creating an exam that ensures an even coverage over all the Intended Learning Outcomes and at the same time ensures that to pass, the student should have passed all the Intended Learning Outcomes can be a difficult task. After an exam have been graded, formative feedback should be given to the students, especially in those cases where they did not pass the exam. This can be a time consuming process, and because of this, it is not always possible to give as good feedback as one would otherwise like. In this project an exam tool was created, for assisting in creating exams and give individual formative feedback to the students after an exam. By storing all the questions in a database, where each question is connected to an Intended Learning Outcome, along with writing the questions in a standardised format, with regards to point representations, grading rubrics and references it becomes possible to automatically generate exams. Generated individual feedback is created by combining the information in the question together with the students result. The feedback provides motivation of given grade, which topics a student should read up on, along with recommended reading instructions. In those cases a student got a full mark, it is also possible to provide further study instructions, this can be anything from recommended articles and book chapter, to courses. Differential privacy have been used to anonymize the grade distribution to make it possible to show the students how the exam went, without risk exposing what grade a certain student got. The exam tool created achieves all of these goals, however there are still much room for improvement. The anonymisation function needs further development, since differential privacy is not suitable for small datasets. The usability of the interface and feedback reports needs more work. However in its current state it is fully functional and have been used in numerous courses.
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Dahlgren, Ida, and Sarah Ahlberg. "Formative Feedback in Sweden and Vietnam." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35600.

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The aim of this study is to investigate how teachers in Sweden and Vietnam provides formative feedback to their pupils. It is our ambition to find out what differences and similarities there are in how and why teachers work with formative feedback, in both countries. Moreover, the last aim is to look at how Swedish teachers and Vietnamese teachers can learn from each other. We will interview two teachers from Sweden and two from Vietnam to see how they work with formative feedback. All interviewees are English teachers and work in primary school. We found that formative feedback is something all four teachers work with, more or less. However, they all express that oral formative feedback occur more often than written. Of course there are a lot of differences of the implementation of feedback but we can find multiple similarities as well. Furthermore, differences are many in the two countries, for example, the amount of pupils in classes. Another example is that the teachers in Vietnam had no knowledge about formative feedback before our interviews. Still, they manage to implement formative feedback in different ways, without the proper terms.
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Brewer, Patricia Annette. "Feedback in training: Optimizing the effects of formative feedback timing." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3363.

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Although feedback has been widely used in training programs, there is still a lack of agreement concerning the conceptualization of feedback and the dimensions that should constitute a feedback message. In an attempt to address these issues, this study examined the bi-functional theory (Tosti, 1978) which says that feedback can function as either a discriminative stimulus or as a reinforcer. To test this theory, a training program in interviewing behaviors was administered to 12 undergraduate students at the University of the Pacific. The training consisted of one initial classroom training session and eight practice sessions. During the practice sessions the timing of formative feedback was varied for the three experimental groups which received either formative feedback timed immediately prior to each practice session, formative feedback timed immediately after each practice session, or no feedback. (Abstract shortened with permission of author.)
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Johansson, Jonna, and Marie Nilsson. "Feedback as Formative Assessment on EFL Students’ Writing." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35605.

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Providing feedback on students’ written tasks is a common aspect in today’s classrooms. Feedback affects students’ written language learning by either enhancing it or hindering it, depending on what, how and when it is given. The purpose of this degree project is to research how teachers perceive students’ writing process, how they give feedback on students’ written tasks in a primary EFL classroom, and the reasons behind their chosen strategies. Semi-structured interviews with two English teachers teaching years 4-6 were used as a method for this study. To support and analyse the data from the interviews, this project contains an overview of the fields of written language learning, formative assessment, effective formative feedback and writing as a process using literature and previous research. The literature and research show that teaching writing in a foreign language should focus on enhancing students’ interest in writing by supporting their curiosity and willingness to become writers. This can be done by focusing on content of a text instead of grammar or spelling, as this does not support young learners in their writing process. Teachers therefore need to provide feedback on aspects such as content, coherence and structure and give students information on how they can proceed in and improve a task. That is when the feedback will have the most positive effect on students’ learning. Further, the process-based approach of writing is argued to be beneficial for students’ learning as it encourages students to take an active part in their writing process. The major conclusions of this study are that the two teachers prefer to give informal and oral selective feedback on students’ writing tasks during the task. They give feedback once or twice on a task and often in the middle, to scaffold a progression. However, this is not in alignment with process-based writing. The study also shows that the two teachers are not aware of the theories underpinning writing as a process. Instead, they are well trained in ways of formative assessment and scaffolding language learning, but not the process-based approach of writing.
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Hoti, Fjorda, and Knutsson Rose-Anna Johnson. "Formative bedömning - att äga sitt lärande / Formative assessment - to own your learning." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27583.

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Syftet med vårt examensarbete är att undersöka hur formativ bedömning används för att stötta elevers lärande i ämnet svenska.Våra frågeställningar är:• Hur kan lärare använda formativ bedömning?• Vilka uttryck har den formativa bedömningen?Vi har gjort en kvalitativ mindre strukturerad intervju med läraren Eva och hennes två elever Gabby och Fredrik samt läraren Bo och hans två elever Oskar och Cecilia. Dessutom har vi gjort en ostrukturerad observation på en av deras lektioner (Alvehus, 2013).Vår litteraturgenomgång visar att grunden för formativ bedömning vilar på de fem nyckelstrategierna. Det finns olika tekniker och feedbacksnivåer som bör anpassas efter elevernas förutsättningar och behov.Resultatet visar att lärare kan använda formativ bedömning på olika sätt och olika nivåer för att stötta elevens lärande. Eva använder sig av alla fem nyckelstrategier i enlighethet med Wiliam (i Önnerfält 2013) och Bo använder de tre första nyckelstrategierna.Resultatet visar vidare att den formativa bedömningen kan se ut på olika sätt. Eva bedömer på ett enkelt och frekvent sätt elevernas förmåga. Utifrån det styr hon undervisningen efter elevernas olika behov. Bo gör en bedömningen av var eleverna ligger och hur han sedan ska ta dem vidare till nästa steg för att nå målen. Bo ser formativ bedömning som något ständigt pågående. Han vill gärna ha elevernas åsikter om undervisningen och styr utifrån det.Vår huvudslutsats är att formativ bedömning nödvändigtvis inte behöver vara för tidskrävande. Både Eva och Bo poängterar att teknikerna bör vara effektiva för att underlätta arbetet. Vidare håller vi inte med Jönsson (2013) som påpekar att skriftlig feedback förmodligen är mer effektiv. Vårt resultat visar att elever behöver variation. Därför anser vi att man själv måste känna efter vad som fungerar för varje elev.
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Kazerouni, Ayaan Mehdi. "Measuring the Software Development Process to Enable Formative Feedback." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97723.

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Graduating CS students face well-documented difficulties upon entering the workforce, with reports of a gap between what they learn and what is expected of them in industry. Project management, software testing, and debugging have been repeatedly listed as common "knowledge deficiencies" among newly hired CS graduates. Similar difficulties manifest themselves on a smaller scale in upper-level CS courses, like the Data Structures and Algorithms course at Virginia Tech: students are required to develop large and complex projects over a three to four week lifecycle, and it is common to see close to a quarter of the students drop or fail the course, largely due to the difficult and time-consuming nature of the projects. My research is driven by the hypothesis that regular feedback about the software development process, delivered during development, will help ameliorate these difficulties. Assessment of software currently tends to focus on qualities like correctness, code coverage from test suites, and code style. Little attention or tooling has been developed for the assessment of the software development process. I use empirical software engineering methods like IDE-log analysis, software repository mining, and semi-structured interviews with students to identify effective and ineffective software practices to formulate. Using the results of these analyses, I have worked on assessing students' development in terms of time management, test writing, test quality, and other "self-checking" behaviours like running the program locally or submitting to an oracle of instructor-written test cases. The goal is to use this information to formulate formative feedback about the software development process. In addition to educators, this research is relevant to software engineering researchers and practitioners, since the results from these experiments are based on the work of upper-level students who grapple with issues of design and work-flow that are not far removed from those faced by professionals in industry.
Doctor of Philosophy
Graduating CS students face well-documented difficulties upon entering the workforce, with reports of a gap between what they learn and what is expected of them as professional soft-ware developers. Project management, software testing, and debugging have been repeatedly listed as common "knowledge deficiencies" among newly hired CS graduates. Similar difficulties manifest themselves on a smaller scale in upper-level CS courses, like the DataStructures and Algorithms course at Virginia Tech: students are required to develop large and complex software projects over a three to four week lifecycle, and it is common to see close to a quarter of the students drop or fail the course, largely due to the difficult and time-consuming nature of the projects. The development of these projects necessitates adherence to disciplined software process, i.e., incremental development, testing, and debugging of small pieces of functionality. My research is driven by the hypothesis that regular feedback about the software development process, delivered during development, will help ameliorate these difficulties. However, in educational contexts, assessment of software currently tends to focus on properties of the final product like correctness, quality of automated software tests, and adherence to code style requirements. Little attention or tooling has been developed for the assessment of the software development process. In this dissertation, I quantitatively characterise students' software development habits, using data from numerous sources: us-age logs from students' software development environments, detailed sequences of snapshots showing the project's evolution over time, and interviews with the students themselves. I analyse the relationships between students' development behaviours and their project out-comes, and use the results of these analyses to determine the effectiveness or ineffectiveness of students' software development processes. I have worked on assessing students' development in terms of time management, test writing, test quality, and other "self-checking"behaviours like running their programs locally or submitting them to an online system that uses instructor-written tests to generate a correctness score. The goal is to use this information to assess the quality of one's software development process in a way that is formative instead of summative, i.e., it can be done while students work toward project completion as opposed to after they are finished. For example, if we can identify procrastinating students early in the project timeline, we could intervene as needed and possibly help them to avoid the consequences of bad project management (e.g., unfinished or late project submissions).In addition to educators, this research is relevant to software engineering researchers and practitioners, since the results from these experiments are based on the work of upper-level students who grapple with issues of design and work-flow that are not far removed from those faced by professionals in industry.
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Radford, Brian W. "The Effect of Formative Assessments on Language Performance." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3978.

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This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was speaking proficiency in the Spanish language. This variable was assessed in two different ways: (a) human-rated speaking proficiency and (b) computer-scored speaking proficiency. Results suggest that the teaching of language performance criteria increases speaking proficiency over those who are not taught the criteria. Missionary trainee responses also indicate that the training of criteria helped the trainees to evaluate their own performance and the performance of other language speakers. Missionary trainees also reported that this training helped them to see their own progress and to set appropriate learning goals.
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Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.

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Paterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.

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Thesis (MSc(R)) - University of Glasgow, 2008.
MSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.
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Books on the topic "Formative Feedback for Exploration"

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Duss, Kevin. Formative Assessment and Feedback Tool. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29144-0.

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Enhancing learning through formative assessment. New York: Routledge, 2007.

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Weston, Janet. An exploration of the attitudes of student midwives towards formative clinical assessment, and their perception of itslink with the achievement of the stated learning outcomes. Uxbridge: Brunel University, 1995.

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Using Feedback to Enhance Formative Assessment. Taylor & Francis Group, 2017.

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Walsh, Jackie Acree. Generating Formative Feedback (Quick Reference Guide). Association for Supervision & Curriculum Development, 2022.

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Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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Irons, Alastair. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2007.

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Irons, Alastair, and Sam Elkington. Enhancing Learning Through Formative Assessment and Feedback. Taylor & Francis Group, 2021.

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Book chapters on the topic "Formative Feedback for Exploration"

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Gregory, Rebecca, Jessica Norledge, Peter Stockwell, and Paweł Szudarski. "Providing formative feedback online." In Digital Teaching for Linguistics, 163–84. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199496-12.

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Braithwaite, Jeffrey. "Formative Evaluation Feedback Loops." In Implementation Science, 85–88. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003109945-24.

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Narciss, Susanne, and Jörg Zumbach. "Formative Assessment and Feedback Strategies." In International Handbook of Psychology Learning and Teaching, 1–28. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26248-8_63-1.

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Irons, Alastair, and Sam Elkington. "Formative assessment and feedback techniques." In Enhancing Learning through Formative Assessment and Feedback, 50–67. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781138610514-4.

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Buenrostro, Patricia, and Samantha Marshall. "Putting Formative Feedback into Practice." In Teacher Learning of Ambitious and Equitable Mathematics Instruction, 98–122. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003182214-7.

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Narciss, Susanne, and Joerg Zumbach. "Formative Assessment and Feedback Strategies." In International Handbook of Psychology Learning and Teaching, 1359–86. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-28745-0_63.

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Alt, Dorit, and Nirit Raichel. "Culturally Responsive Feedback." In Equity and Formative Assessment in Higher Education, 117–33. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71644-8_8.

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Irons, Alastair, and Sam Elkington. "Making use of technology in formative assessment and formative feedback." In Enhancing Learning through Formative Assessment and Feedback, 81–97. 2nd ed. London: Routledge, 2021. http://dx.doi.org/10.4324/9781138610514-6.

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Duss, Kevin. "Introduction." In Formative Assessment and Feedback Tool, 1–3. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29144-0_1.

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Duss, Kevin. "Theoretical Background." In Formative Assessment and Feedback Tool, 5–26. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-29144-0_2.

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Conference papers on the topic "Formative Feedback for Exploration"

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Gaines, Daniel M., and Caroline C. Hayes. "A Formative Evaluation of a Feature Extraction and Process Planning Tool." In ASME 1999 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/detc99/dfm-8925.

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Abstract It is a common problem that many computer tools intended to enhance human performance in design or manufacturing planning do not do so. In many cases they may actually degrade performance. One way to increase the probability that a tool will meet users needs is to include frequent periodic usability assessments in the development process so feedback from users can be incorporated in new iterations of the software design. This paper describes an example of one such assessment applied to a Mediator, a feature extraction and process planning tool for assisting process planners to explore plan options more quickly and thoroughly. There exists a wide variety of usability assessment techniques which can mostly be divided into two broad categories: summative evaluations which provide in-depth assessments in the final stages of software development, and formative evaluations which tend to be smaller in scale and are used to provide guidance for “forming” subsequent software versions during the development cycle. In this work, we describe a formative usability assessment. The study indicated that Mediator was meeting its design goal of broadening the users exploration of manufacturing options, in some cases producing high quality manufacturing options which the expert users had not considered on their own. The study also provided formative redesign information gleaned which will help future versions of Mediator to better meet the actual needs of process planners.
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Marais, Lea Margaretha, and Carisma Nel. "MULTI-MODAL FORMATIVE FEEDBACK: PRACTICUM EXPERIENCES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2509.

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Woods, Bronwyn, David Adamson, Shayne Miel, and Elijah Mayfield. "Formative Essay Feedback Using Predictive Scoring Models." In KDD '17: The 23rd ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3097983.3098160.

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Fuchs, Markus, and Christian Wolff. "Improving programming education through gameful, formative feedback." In 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474653.

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Hao, Qiang, and Michail Tsikerdekis. "How Automated Feedback is Delivered Matters: Formative Feedback and Knowledge Transfer." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028686.

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Brech, Dale E., and Randy C. Hoover. "Development of a Virtual Reality Simulation Testbed for Collaborative UGV and UAV Research Using MATLAB." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65045.

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This paper presents a virtual reality simulation testbed for evaluation of collaborative control efforts using unmanned ground vehicles (UGV) and unmanned aerial vehicles (UAV). The UGVs are governed by differential drive vehicle kinematics, while the nonlinear dynamics of a quadrotor UAV are implemented. In addition, the system is built with modularity in mind so as to allow for easy expansion of multiple UGVs and UAVs working in collaboration. Such a simulation system allows for research in vehicle control, path planning, formation structures, and centralized/distributed control topologies to be easily and cost effectively explored. As a bonus, virtual cameras are mounted on each vehicle allowing exploration into control using visual feedback mechanisms. This paper describes the simulation testbed architecture, implementation of the dynamics and extended Kalman filter observers, and base-line control laws developed for stabilization and tracking.
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Steen, Arild, and Hans Richard Movik. "ATOMIZED FEEDBACK, AN APPROACH TO AUTOMATIC FORMATIVE ASSESSMENT." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1368.

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Williams, Robert, and Heinz Dreher. "Formative Assessment Visual Feedback in Computer Graded Essays." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2843.

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In this paper we discuss a simple but comprehensive form of feedback to essay authors, based on a thesaurus and computer graphics, which enables the essay authors to see where essay content is inadequate in terms of the discussion of the essay topic. Concepts which are inadequately covered are displayed for the information of the author so that the essay can be improved. The feedback is automatically produced by the MarkIT Automated Essay Grading system, being developed by Curtin University researchers.
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Doan, Sara. "Formative Feedback Conferences in the Technical Communication Classroom." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00049.

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Bramley, Gareth, Kate Campbell-Pilling, and Carl Simmons. "Dont feedback in anger: enhancing student experience of feedback." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11216.

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This research explores three iterations of the delivery of audio feedback in relation to formative assessments at the School of Law, University of Sheffield. The evidence base includes similar practice at Edge Hill University and collaboration on good practice between the two institutions. This paper will set out the context for the implementation of audio feedback, namely to help address the difficult issues experienced with feedback from non-engagement by the student in the whole feedback process, to a lack of utilization of formative feedback for 'feedforward' purposes. Qualitative comments from both students and staff experiencing this model of feedback will be drawn upon, which include references to the perceived benefits and challenges of this mode of feedback by both sets of stakeholders. This paper will then take participants through the methods addressed to engage student with feedback on formative assessments, in order to create and encourage proper 'feedforward' to summative assessments, and to provide effective, focused, consistent and constructive feedback. This paper in particular aims to show how the provision of audio feedback has the potential to greatly enhance the student learning experience, and can provide a more positive attitude generally to the giving, and receiving of feedback from both staff and students alike.
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Reports on the topic "Formative Feedback for Exploration"

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Nehring, Natalia, and Simon Dacey. Formative vs Summative Quizzes as Regular Feedback on Moodle in Computer Science Courses: Which do Students Prefer? Unitec ePress, November 2021. http://dx.doi.org/10.34074/ocds.090.

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Deferred feedback on summative assessments can demotivate students and affect their overall learning performance, and it can change their study routines. The aim of this study is to compare and analyse students’ perceptions about summative and formative regular feedback: whether they are better motivated by being given marks, or by regular feedback without any marks. All participants were students from a Bachelor of Computer Science (BCS) degree at a New Zealand tertiary institute. Three courses were selected across three different levels of the BCS, and the sample group included 272 students from five different semesters. Summative (with marks) and formative (with feedback only) weekly quizzes were introduced in 2017, with the aim of providing early, regular feedback to students. Participants in the study were divided into two groups: students who were doing formative, and those who were doing summative quizzes. In each group, the majority of students indicated that they were happy and positive about getting regular feedback in the form of quizzes, and they appreciated the quiz questions and time spent as a way to adjust and enhance their learning. There was no real difference in students’ subjective evaluations and individual perceptions between those who had summative and those who had formative quizzes. The existence of quizzes, and the results, were important for students as weekly feedback and it didn’t matter whether marks were attached to these weekly feedback activities or not. More studies are needed to determine what type of questions could better influence students’ learning outcomes.
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McGee, Steven, Jennifer Kirby, Geneva Haertel, and Angela Haydel DeBarger. Taking students on a journey to El Yunque: An examination of cognitive apprenticeship. The Learning Partnership, April 2006. http://dx.doi.org/10.51420/conf.2006.1.

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The Journey to El Yunque program was designed using the cognitive apprenticeship model. Students analyze the same data that scientists in the rainforest use for their research, while at the same time, covering all of the national middle school ecology standards. In this study we seek to build a framework that integrates design-based research methods with traditional evaluation. The resulting enactment of the curriculum provides formative feedback about the curriculum as well as about the design model itself. An ecology assessment was developed using publicly released state assessment items. A quasiexperimental design study was used to evaluate the effectiveness of the beta version of the program. The results show that Journey to El Yunque was more effective at helping students learn population dynamics, while the traditional ecology curriculum was more effective at helping students understand energy flow definitions. This difference in performance is consistent with the underlying design based on the cognitive apprenticeship model.
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