Journal articles on the topic 'Formative Feedback for Exploration'
To see the other types of publications on this topic, follow the link: Formative Feedback for Exploration.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Formative Feedback for Exploration.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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
9
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.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Ciotti, Luca, Jeremiah P. Ostriker, Zhaoming Gan, Brian Xing Jiang, Silvia Pellegrini, Caterina Caravita, and Antonio Mancino. "A Parameter Space Exploration of High-resolution Numerically Evolved Early Type Galaxies Including AGN Feedback and Accurate Dynamical Treatment of Stellar Orbits." Astrophysical Journal 933, no. 2 (July 1, 2022): 154. http://dx.doi.org/10.3847/1538-4357/ac70c7.
Full textAbstract:
Abstract An extensive exploration of the model parameter space of axisymmetric early type galaxies (ETGs) hosting a central supermassive black hole (SMBH) is conducted by means of high-resolution hydrodynamical simulations performed with our code MACER. Global properties such as (1) total SMBH accreted mass, (2) final X-ray luminosity and temperature of the X-ray emitting halos, (3) total amount of new stars formed from the cooling gas, and (4) total ejected mass in the form of supernovae and active galactic nuclei (AGN) feedback induced galactic winds, are obtained as a function of galaxy structure and internal dynamics. In addition to the galactic dark matter halo, the model galaxies are also embedded in a group/cluster dark matter halo; finally, cosmological accretion is also included, with the amount and time dependence derived from cosmological simulations. Angular momentum conservation leads to the formation of cold H i disks; these disks further evolve under the action of star formation induced by disk instabilities, of the associated mass discharge onto the central SMBH, and of the consequent AGN feedback. At the end of the simulations, the hot (metal-enriched) gas mass is roughly 10% the mass in the old stars, with twice as much having been ejected into the intergalactic medium. The cold gas disks are approximately kiloparsec in size, and the metal-rich new stars are in 0.1 kpc disks. The masses of cold gas and new stars are roughly 0.1% of the mass of the old stars. Overall, the final systems appear to reproduce quite successfully the main global properties of real ETGs.
12
Tosti, Donald T. "Formative feedback." Performance + Instruction 26, no. 2 (March 1987): 18–21. http://dx.doi.org/10.1002/pfi.4160260209.
Full text
13
Bao, Pengxiao, Liwei Shi, Zhan Chen, and Shuxiang Guo. "A Vision-Based Underwater Formation Control System Design and Implementation on Small Underwater Spherical Robots." Machines 10, no. 10 (September 28, 2022): 877. http://dx.doi.org/10.3390/machines10100877.
Full textAbstract:
The ocean is a significant strategic resource, and the insufficient development and use of the ocean, as well as the increase in attention to the ocean, have led to the development of underwater robot technology. The need for in-depth marine exploration and the limitations of one underwater robot has sparked research on the underwater multi-robot system. In the underwater environment, weak communication is caused by the shielding effect of the seawater medium, which makes multi-robot systems difficult to form. Hence, we combine the robot’s vision system with the leader-follower structure to form a vision-based underwater formation method, in which the visual solution serves as the control system’s feedback. By using three small underwater robot platforms, the proposed method is proved to be effective and practicable through underwater formation experiments. Furthermore, the coordination period and error of the control system are analyzed.
14
Robertson, Michael C., Maria Chang Swartz, Ursela Christopherson, Jason R. Bentley, Karen M. Basen-Engquist, Debbe Thompson, Elena Volpi, and Elizabeth J. Lyons. "A Photography-based, Social Media Walking Intervention Targeting Autonomous Motivations for Physical Activity: Semistructured Interviews With Older Women." JMIR Serious Games 10, no. 2 (April 14, 2022): e35511. http://dx.doi.org/10.2196/35511.
Full textAbstract:
Background Older adult women are at risk for negative health outcomes that engaging in sustained physical activity can help prevent. However, promoting long-term maintenance of physical activity in this population has proven to be a challenge. Increasing autonomous motivations (ie, intrinsic, integrated, and identified regulations) for physical activity may facilitate enduring behavior change. Digitally delivered games for health that take a celebratory technology approach, that is, using technology to create new ways to experience valued behaviors and express valued beliefs, may be a useful way to target autonomous motivations for physical activity. Formative research with the target population is needed to design compelling intervention content. Objective The objective of this study is to investigate older adult women’s reactions to and thoughts about a photography-based, social media walking game targeting autonomous motivations for physical activity. Methods During an individual semistructured interview, a moderator solicited feedback from 20 older adult women (age range 65-74 years) as part of formative research to develop a social media game featuring weekly walking challenges. The challenges were designed to target autonomous motivations for physical activity. Interviews were audio-recorded and transcribed verbatim. Two reviewers conducted thematic content analysis on interview transcripts. Results We identified 3 overarching themes in qualitative data analysis. These reflected the playful experiences, value, and acceptability associated with the intervention challenges. Generally, participants understood what the challenges were asking them to do, proffered appropriate example responses, and indicated that the challenges would be enjoyable. Participants reported that the intervention content afforded many and varied playful experiences (eg, competition, discovery, exploration, expression, fellowship, humor, nurture, sensation). Further, participants indicated that the intervention increased their motivation for physical activity, occasioned meaningful shifts in perspective, increased their knowledge of various topics of interest, provided an opportunity to create valued connection with others, and provided health-related benefits. Participants suggested the intervention emphasize local history, nature, and cultural events. Conclusions The photography-based, social media walking game with relatively simple game mechanics was well received and judged to be apt to bring about a wide variety of emotive experiences. A clear, geographically specific identity emerged as a key driver of interest for intervention content. Taking a celebratory technology approach holds promise for targeting autonomous motivations for physical activity in older adult women.
15
Wu, Kun, and Qiong Nan. "Information Characteristics, Processes, and Mechanisms of Self-Organization Evolution." Complexity 2019 (October 21, 2019): 1–9. http://dx.doi.org/10.1155/2019/5603685.
Full textAbstract:
Self-organization is a general mechanism for the creation of new structural pattern of systems. A pattern, in essence, is a relationship, an architecture, a way of organizing, and a structure of order, which can only be explained by information activities. The characteristics of self-organization behavior, such as openness, nonlinearity, inner randomness, inner feedback, information network, and holographic construction, provide corresponding conditions and basis for the self-organizing evolution of the system from the aspects of environmental information function, maintenance and construction of the overall information framework of the system, and exploration of new information mode of the system. Based on the general process and mechanism of self-organization system evolution, its corresponding basic stages have the significance and value of information activities. Generally speaking, the process of system elements differentiating from the original system is the decoupling of information association between relevant elements and original systems. The convergence process of forming system elements is the initial exploration of forming a new information model; the nucleation process of some initial stabilization modes is the creation of information codons; the development of the system according to a particular pattern is ergodic construction of information feedback chain indicated by information codon; the diffusion of system self-replication is the expansion of the quantity of the information model; the variation in system self-replication is the innovation process of introducing new information pattern; environment-based selection and evolution correspond to the complex development of information pattern; and the alternation of old and new structures in system evolution corresponds to the formation process of the whole information network framework of the new system. In order to explain the self-organization’s characteristics, processes, and mechanisms of system evolution at a more comprehensive level, the complexity research program must pay enough attention to and give due status to the information factors and information science creed. Moreover, the information science research creed may also provide some basic theoretical paradigms with core theoretical significance for complex system research.
16
Ren, Linjie, Guobin Lin, Yuanzhe Zhao, and Zhiming Liao. "Smart Collaborative Performance-Induced Parameter Identification Algorithms for Synchronous Reluctance Machine Magnetic Model." Sustainability 13, no. 8 (April 14, 2021): 4379. http://dx.doi.org/10.3390/su13084379.
Full textAbstract:
In rail transit traction, due to the remarkable energy-saving and low-cost characteristics, synchronous reluctance motors (SynRM) may be a potential substitute for traditional AC motors. However, in the parameter extraction of SynRM nonlinear magnetic model, the accuracy and robustness of the metaheuristic algorithm is restricted by the excessive dependence on fitness evaluation. In this paper, a novel probability-driven smart collaborative performance (SCP) is defined to quantify the comprehensive contribution of candidate solution in current population. With the quantitative results of SCP as feedback in-formation, an algorithm updating mechanism with improved evolutionary quality is established. The allocation of computing resources induced by SCP achieves a good balance between exploration and exploitation. Comprehensive experiment results demonstrate better effectiveness of SCP-induced algorithms to the proposed synchronous reluctance machine magnetic model. Accuracy and robustness of the proposed algorithms are ranked first in the comparison result statistics with other well-known algorithms.
17
Shute, Valerie J. "Focus on Formative Feedback." Review of Educational Research 78, no. 1 (March 2008): 153–89. http://dx.doi.org/10.3102/0034654307313795.
Full text
18
Halverson, Richard. "School Formative Feedback Systems." Peabody Journal of Education 85, no. 2 (April 26, 2010): 130–46. http://dx.doi.org/10.1080/01619561003685270.
Full text
19
Shute, Valerie J. "FOCUS ON FORMATIVE FEEDBACK." ETS Research Report Series 2007, no. 1 (June 2007): i—47. http://dx.doi.org/10.1002/j.2333-8504.2007.tb02053.x.
Full text
20
Brink, Heinz-Jurgen. "Albert Einstein, World of Dices and Hydrocarbon System Analysis." International Journal of Sustainable Energy and Environmental Research 11, no. 2 (October 5, 2022): 86–103. http://dx.doi.org/10.18488/13.v11i2.3154.
Full textAbstract:
Albert Einstein, Caesar and others have used dices as a metaphor for risks and probabilities; indirectly reverting to the experience human kind may have with natural processes in its environment contemporarily with human evolution. It will be shown for example by concentrating on the exploration of hydrocarbons that the rules of a dice-game can be used to better understand the importance of the number of ruling parameters (dices), in this case geological parameters. Especially the Rotliegend Gas Play of the North German Basin belongs to the very complex hydrocarbon systems with more than 70 independent parameters. The Dutch Rotliegend Play for comparison can be characterized by only 10 parameters and is therefore of a simple type. Processes on earth like the formation of systems of hydrocarbon fields as well as environmental systems (e.g. river systems, lakes, islands, sedimentary basins) are subordinated to the dice of nature like in a Casino and are steered invisibly by a selection of rules of the game that one understands as natural laws. The complexity of a system as well as the variedness of its “members” that may be found in anthropogenic systems as well (different properties in thinking, self-reflection, feedback-capabilities, combative and ambitious behavior of individuals with the target to climb upwards in a ranking matrix) is decided by the number of the influencing parameters, represented by dices. Like in a dice-game the exploration of hydrocarbons is unsolvable connected to luck and bad-luck, coincidence and necessity, and to past and future.
21
Sorini, Daniele, and John A. Peacock. "Extended Hernquist–Springel formalism for cosmic star formation." Monthly Notices of the Royal Astronomical Society 508, no. 4 (October 9, 2021): 5802–24. http://dx.doi.org/10.1093/mnras/stab2845.
Full textAbstract:
ABSTRACT We present a revised and extended version of the analytical model for cosmic star formation originally given by Hernquist and Springel in 2003. The key assumption of this formalism is that star formation proceeds from cold gas, at a rate that is limited by an internal consumption time-scale at early times, or by the rate of generation of gas via cooling at late times. These processes are analysed as a function of the mass of dark matter haloes and integrated over the halo population. We modify this approach in two main ways to make it more general: (1) halo collapse times are included explicitly, so that the behaviour is physically reasonable at late times; (2) allowance is made for a mass-dependent baryon fraction in haloes, which incorporates feedback effects. This model reproduces the main features of the observed baryonic Tully–Fisher relationship, and is consistent with observational estimates of the baryon mass fraction in the intergalactic medium. With minimal adjustment of parameters, our approach reproduces the observed history of cosmic star formation within a factor of 2 over the redshift range of 0 < z < 10. This level of agreement is comparable to that achieved by state-of-the-art cosmological simulations. Our simplified apparatus has pedagogical value in illuminating the results of such detailed calculations, and also serves as a means for rapid approximate exploration of non-standard cosmological models.
22
van Vugt, F. T., and D. J. Ostry. "Early stages of sensorimotor map acquisition: learning with free exploration, without active movement or global structure." Journal of Neurophysiology 122, no. 4 (October 1, 2019): 1708–20. http://dx.doi.org/10.1152/jn.00429.2019.
Full textAbstract:
One of the puzzles of learning to talk or play a musical instrument is how we learn which movement produces a particular sound: an audiomotor map. The initial stages of map acquisition can be studied by having participants learn arm movements to auditory targets. The key question is what mechanism drives this early learning. Three learning processes from previous literature were tested: map learning may rely on active motor outflow (target), on error correction, and on the correspondence between sensory and motor distances (i.e., that similar movements map to similar sounds). Alternatively, we hypothesized that map learning can proceed without these. Participants made movements that were mapped to sounds in a number of different conditions that each precluded one of the potential learning processes. We tested whether map learning relies on assumptions about topological continuity by exposing participants to a permuted map that did not preserve distances in auditory and motor space. Further groups were tested who passively experienced the targets, kinematic trajectories produced by a robot arm, and auditory feedback as a yoked active participant (hence without active motor outflow). Another group made movements without receiving targets (thus without experiencing errors). In each case we observed substantial learning, therefore none of the three hypothesized processes is required for learning. Instead early map acquisition can occur with free exploration without target error correction, is based on sensory-to-sensory correspondences, and possible even for discontinuous maps. The findings are consistent with the idea that early sensorimotor map formation can involve instance-specific learning. NEW & NOTEWORTHY This study tested learning of novel sensorimotor maps in a variety of unusual circumstances, including learning a mapping that was permuted in such as way that it fragmented the sensorimotor workspace into discontinuous parts, thus not preserving sensory and motor topology. Participants could learn this mapping, and they could learn without motor outflow or targets. These results point to a robust learning mechanism building on individual instances, inspired from machine learning literature.
23
Haldeman, Georgiana, Monica Babeş-Vroman, Andrew Tjang, and Thu D. Nguyen. "CSF: Formative Feedback in Autograding." ACM Transactions on Computing Education 21, no. 3 (May 10, 2021): 1–30. http://dx.doi.org/10.1145/3445983.
Full textAbstract:
Autograding systems are being increasingly deployed to meet the challenges of teaching programming at scale. Studies show that formative feedback can greatly help novices learn programming. This work extends an autograder, enabling it to provide formative feedback on programming assignment submissions. Our methodology starts with the design of a knowledge map, which is the set of concepts and skills that are necessary to complete an assignment, followed by the design of the assignment and that of a comprehensive test suite for identifying logical errors in the submitted code. Test cases are used to test the student submissions and learn classes of common errors. For each assignment, we train a classifier that automatically categorizes errors in a submission based on the outcome of the test suite. The instructor maps the errors to corresponding concepts and skills and writes hints to help students find their misconceptions and mistakes. We apply this methodology to two assignments in our Introduction to Computer Science course and find that the automatic error categorization has a 90% average accuracy. We report and compare data from two semesters, one semester when hints are given for the two assignments and one when hints are not given. Results show that the percentage of students who successfully complete the assignments after an initial erroneous submission is three times greater when hints are given compared to when hints are not given. However, on average, even when hints are provided, almost half of the students fail to correct their code so that it passes all the test cases. The initial implementation of the framework focuses on the functional correctness of the programs as reflected by the outcome of the test cases. In our future work, we will explore other kinds of feedback and approaches to automatically generate feedback to better serve the educational needs of the students.
24
Mauch, Lois. "Motivating Students through Formative Feedback." Strategies 20, no. 4 (March 2007): 23–27. http://dx.doi.org/10.1080/08924562.2007.10590728.
Full text
25
Geis, George L. "Formative feedback: The receiving side." Performance + Instruction 25, no. 5 (June 1986): 3–6. http://dx.doi.org/10.1002/pfi.4150250503.
Full text
26
Oleśkiewicz, Piotr, and Carlton M. Baugh. "Sensitivity analysis of a galaxy formation model." Monthly Notices of the Royal Astronomical Society 493, no. 2 (December 20, 2019): 1827–41. http://dx.doi.org/10.1093/mnras/stz3560.
Full textAbstract:
ABSTRACT We present the first application of a variance-based sensitivity analysis (SA) to a model that aims to predict the evolution and properties of the whole galaxy population. SA is a well-established technique in other quantitative sciences, but is a relatively novel tool for the evaluation of astrophysical models. We perform a multiparameter exploration of the GALFORM semi-analytic galaxy formation model, to compute how sensitive the present-day K-band luminosity function is to varying different model parameters. The parameter space is scanned using a low-discrepancy sampling technique proposed by Saltelli. We first demonstrate the usefulness of the SA approach by varying just two model parameters, one that controls supernova feedback and the other the heating of gas by active galactic nucleus. The SA analysis matches our physical intuition regarding how these parameters affect the predictions for different parts of the galaxy luminosity function. We then use SA to compute Sobol’ sensitivity indices varying seven model parameters, connecting the variance in the model output to the variance in the input parameters. The sensitivity is computed in luminosity bins, allowing us to probe the origin of the model predictions in detail. We discover that the SA correctly identifies the least important and most important parameters. Moreover, the SA also captures the combined responses of varying multiple parameters at the same time. Our study marks a much needed step away from the traditional 'one-at-a-time' parameter variation often used in this area and improves the transparency of multiparameter models of galaxy formation.
27
Haynes, Jonathan. "Formative assessment that bites." Structural Engineer 99, no. 2 (February 1, 2021): 12–19. http://dx.doi.org/10.56330/wiox1776.
Full textAbstract:
It is now an established fact that the learning cycle is greatly enhanced by timely and effective feedback. Formative assessment has become an indispensable vehicle to facilitate student engagement in the feedback process, even if they do not recognise they are receiving feedback. This paper, based on the winning entry to the Institution of Structural Engineers Excellence in Structural Engineering Education Award 2020, presents a review of some formative feedback events in which civil engineering students at the University of Salford participate. The cohorts studied cross six years (200+ students), and three programmes at FHEQ level 7. The study indicates that carefully designed feedback events can have a significant impact upon understanding of structural behaviour for students preparing for professional status.
28
Khanam, Khaleda Aktar, and Syeda Afroza. "Views of Teachers, Intern doctors and Students regarding Feedback on Formative Assessment during MBBS Course in Bangladesh." Bangladesh Journal of Medical Education 7, no. 2 (April 18, 2017): 2–8. http://dx.doi.org/10.3329/bjme.v7i2.32231.
Full textAbstract:
Objective(s): To explore the present status of feedback following formative assessment during MBBS course in Bangladesh.Methodology: This study was conducted in eight (4 govt. and 4 non govt.) medical colleges in Dhaka and outside Dhaka. The study period was July 2014 to May 2015. Total 50 teachers, 150 intern doctors, 250 students participated in this study. Different structured, self-administered questionnaire were used to collect data from the teachers, intern doctors and students.Result: Majority of the teachers (58%) , intern doctors (89%) and students (87%) disagreed about return of written answers script to the students after formative assessment, while few teachers (12.5%) teachers used to return those , out of their own interest. In this study, 80% teachers, 60% intern doctors and 50% students mentioned that individual feedback was not practiced on SOE/Oral examinations after formative feedback. Most (62.3%) of the intern doctors and students (63%) opined that the feedback they received after formative assessment were not uniform from all departments. Majority (56%) of the teachers pointed that, the timing of providing feedback was uncertain and 48% teachers declared that they gave feedback after formative assessment by marks/grade in groups whereas only 6% teachers provided it personally. Teachers (76%) added that through formative assessments followed by feedback they could identify the learning gaps and weaknesses of the students. According to teachers (86%), intern doctors (74.5%) and students (59.2%), it helped to reduce the fear in subsequent assessment. All of the respondents (teachers, intern doctors and students) figured out the factors responsible for inadequate feedback after formative assessment as compact class schedule (58%, 44.8%, 56.5% respectively), frequent assessment (48%, 49.7%, 48.1% respectively) and inadequate number of stuff (44%, 31.2%, 37.7% respectively). Teachers, intern doctors and students suggested that training of the teachers on feedback process, appointing more teachers, limiting the number of classes and formative assessments, ensuring the feedback after each formative assessments may improve the present situation of feedback in MBBS course.Conclusion: In our country context feedback following formative assessment during MBBS course are not being given following any standard manner. In this study it was figured out that different types of formative assessment are important at different phases of MBBS course. On the basis of respondents' (Teachers, Intern doctors and students) opinion, it can also be concluded that feedback is not being provided in time after formative assessment. Individual feedback is not also being practiced on SOE and practical/clinical examinations after formative assessment, rather it is being provided by some teachers' own interest but not uniformly by all the departments.Bangladesh Journal of Medical Education Vol.7(2) 2016: 2-8
29
Fatahhela Dewi, Erniyanti Nur, Nidyah Hasanah, and Muhammad Faishol Nurul Huda. "Formative Peer Feedback On Undergraduate Students’ Speaking Ability." Al-Lisan 5, no. 2 (September 6, 2020): 116–29. http://dx.doi.org/10.30603/al.v6i2.1327.
Full textAbstract:
This descriptive qualitative study investigated the undergraduate students' perception in public speaking class that conducted formative peer feedback, especially for undergraduate students who learned the subject at State Islamic University Jakarta. This study revealed the undergraduate students’ perception about the implementation of formative peer feedback in assessing their formative public speaking class. Besides, the authors provided an open-ended questionnaire and semi-structured interview to know how applicable the formative peer feedback for undergraduate students, which part that students interested in when they assess their friends, and identify students’ feelings when used the formative peer feedback in public speaking class. Concerning the results of the study, the writers discovered that formative peer feedback is very beneficial for the undergraduate student in the learning process of the public speaking class. While doing the assessment, most undergraduate students seem more interested in assessing their peer's body language and speech content. In addition, the result that the writers got from the investigation was 62.5% that claimed their peer’s feedback was very objective. Other than that, when using the formative peer feedback in the public speaking class, 65.6% of undergraduate learners were feeling satisfied.
30
Bodonii, Marina A. "FEEDBACK TYPOLOGY FOR FORMATIVE ASSESSMENT PURPOSES." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 39–45. http://dx.doi.org/10.20323/1813-145x-2020-5-116-39-45.
Full textAbstract:
The article is devoted to the study of the types and characteristics of feedback as a component of formative assessment. The research problem is associated with a variety of approaches to the classification of feedback types and the presence of a significant number of typologies which causes difficulties in developing effective strategies for its implementation for the purposes of formative assessment. An analysis of the feedback classifications proposed by researchers in the context of the educational process made it possible to distinguish the following approaches: a general approach, considered feedback as a component of the educational process; a special approach focused on the development of feedback types in relation to a specific academic subject; instrumental approach, differentiating types of feedback depending on the means used for its implementation – both technical and non-technical. The considered classifications of feedback are focused on the allocation of one classification basis and, therefore, allow us to consider feedback in the only selected aspect. To determine the effectiveness of feedback strategies, it seems insufficient to use one parameter and, accordingly, make separately taken typologies. The aim of the study is to identify types of feedback based on the analysis of the components of the assessment situation and being based on them to create a multidimensional classification of feedback types. Feedback characteristics were determined due to the influence of the subject, object, scope and basis of the assessment, as well as the assessment tool. We came to the conclusion that feedback characteristics during the implementation of formative assessment can be referred to different levels of information use obtained during the assessment. Feedback, therefore, may include information on the current situation, the planned learning outcomes and effective techniques for achieving educational goals.
31
Deeprose, Catherine, and Christopher Armitage. "Giving Formative Feedback in Higher Education." Psychology Learning & Teaching 4, no. 1 (March 2005): 43–46. http://dx.doi.org/10.2304/plat.2004.4.1.43.
Full textAbstract:
There is substantial interest in increased use of formative assessment in higher education. We report on the introduction of a minimal formative assessment measure. Tutors on a level one undergraduate psychology course provided assessment of individual student contribution to tutorials. Using a combination of rating scales and open-ended questions, we examined student (n = 49) and tutor (n = 8) perceptions of the impact of this assessment measure. Students reported increases in their perceptions of preparation, contribution, motivation and reward as a result of the assessment, whereas tutors did not. Implications for higher education practice and theory are discussed.
32
Chur-Hansen, A. "Formative Feedback in Teaching Undergraduate Psychiatry." Academic Psychiatry 29, no. 1 (March 1, 2005): 66–68. http://dx.doi.org/10.1176/appi.ap.29.1.66.
Full text
33
Brearley, Francis Q., and W. Rod Cullen. "Providing Students with Formative Audio Feedback." Bioscience Education 20, no. 1 (December 2012): 22–36. http://dx.doi.org/10.11120/beej.2012.20000022.
Full text
34
Gedye, Sharon. "Formative assessment and feedback: a review." Planet 23, no. 1 (December 2010): 40–45. http://dx.doi.org/10.11120/plan.2010.00230040.
Full text
35
Resendes, Monica, Marlene Scardamalia, Carl Bereiter, Bodong Chen, and Cindy Halewood. "Group-level formative feedback and metadiscourse." International Journal of Computer-Supported Collaborative Learning 10, no. 3 (August 20, 2015): 309–36. http://dx.doi.org/10.1007/s11412-015-9219-x.
Full text
36
Easterday, Matthew W., Daniel Rees Lewis, and Elizabeth M. Gerber. "Designing Crowdcritique Systems for Formative Feedback." International Journal of Artificial Intelligence in Education 27, no. 3 (November 18, 2016): 623–63. http://dx.doi.org/10.1007/s40593-016-0125-9.
Full text
37
Jeffs, Cheryl, Britney Paris, and Ykje Piera. "CARRA: Formative Feedback & Teaching Development." National Teaching & Learning Forum 27, no. 4 (May 2018): 4–5. http://dx.doi.org/10.1002/ntlf.30157.
Full text
38
Chan, Paula E., Moira Konrad, Viviana Gonzalez, Mary T. Peters, and Virginia A. Ressa. "The Critical Role of Feedback in Formative Instructional Practices." Intervention in School and Clinic 50, no. 2 (May 29, 2014): 96–104. http://dx.doi.org/10.1177/1053451214536044.
Full textAbstract:
Feedback provides a vehicle for integrating all components of formative instructional practices: clear learning targets, evidence of student learning, and student ownership in the process. Feedback is the keystone to formative instructional practices as it is one of the most powerful instructional tools available. This paper (a) describes the role feedback plays in formative instructional practices, (b) suggests some evidence-based instructional strategies practitioners can employ to increase opportunities for feedback about their instruction, and (c) recommends ways to enhance the effectiveness of the feedback students receive.
39
Mahabeer, Pryah, and Fathima Firoz Akoo. "Connecting assessment and feedback: A customised and personalised experience for knowledge-building." Journal of Education, no. 83 (August 6, 2021): 1–24. http://dx.doi.org/10.17159/2520-9868/i83a05.
Full textAbstract:
Formative assessment coupled with effectual feedback is instrumental in enhancing student-learning experience and contributing to knowledge-building. However, feedback does not always translate into the desired outcomes for students receiving feedback and this compromises educational experiences and goals. In this small-scale empirical study, we worked with five postgraduate Honours students at a university in South Africa to explore their experiences of feedback on formative assessments in the learning space. We focused in a nuanced way on innovative opportunities and practices of feedback in the digital age. The data collected from the semi-structured interviews revealed that participants understood the value of quality formative assessment and feedback. Most participants reacted negatively to assessment grids and feedback received from lecturers. Some were unaccustomed to digital formative assessment and feedback as a developmental tool. They recommended a discipline-specific blended feedback approach that incorporates face-to-face feedback to make the digital feedback provided to them more meaningful. This would provide useful feedback that would create a customised and personalised learning experience for students in collaborative knowledge-building.
40
Noh, Hyunjong. "Structural Relationships of Elementary School Students’ Perception of Formative Feedback, Belief of Intelligence, Attitude Towards Assessment, Behavioral Intention, and Classroom Engagement." Korean Society for Educational Evaluation 35, no. 3 (September 30, 2022): 439–63. http://dx.doi.org/10.31158/jeev.2022.35.3.439.
Full textAbstract:
The aims of this study was to explore the structural relationships among students’ attitudes toward assessment(SATA), the incremental belief of intelligence, the perceived teachers’ formative feedback, behavioral intention, and classroom engagement in either formative or summative assessment situations. In the study the multi-level SEM approach was used to identify the structural relationships among the SATA and its related variables using Mplus. The findings revealed that incremental belief of intelligence and formative feedback had a statistically significant positive effect on expectancy and value and an indirect effect on learners’ participation through value, positive affect, and behavioral intention. Specifically, formative feedback had a positive direct effect on behavioral intention and learners’ participation. The educational implications based on the results of this study are as follows. First, teachers’ formative feedback and students’ incremental beliefs of intelligence are variables with a positive influence on SATA. Second, students ascribe a greater value to and have better expectations from summative assessment rather than formative assessment. They consider summative assessment results to be more important. Although the mean of value and expectation in formative assessment was low, value showed the greatest positive effect on positive affect while expectation reduced negative affect in formative assessment. Therefore, to help improve students’ learning, the role of formative assessment is important. There is a need to emphasize that teachers should use student-centered assessment to consider students’ individual differences in learning and enhance students’ learning by providing formative feedback.
41
Quance, Margaret Ann. "Nursing Students’ Perceptions of Anecdotal Notes as Formative Feedback." International Journal of Nursing Education Scholarship 13, no. 1 (January 1, 2016): 75–85. http://dx.doi.org/10.1515/ijnes-2015-0053.
Full textAbstract:
AbstractAnecdotal notes are a method of providing formative feedback to nursing students following clinical experiences. The extant literature on anecdotal notes is written only from the educator perspective, focusing on rationale for and methods of production, rather than on evaluation of effectiveness. A retrospective descriptive study was carried out with a cohort of 283 third year baccalaureate nursing students to explore their perceptions of anecdotal notes as effective formative feedback. The majority of students valued verbal as well as anecdotal note feedback. They preferred to receive feedback before the next learning experience. Students found the quality of feedback varied by instructor. The anecdotal note process was found to meet identified formative feedback requirements as well as the nursing program’s requirement for transparency of evaluation and due process. It is necessary to provide professional development to clinical nurse educators to assist them develop high quality formative feedback using anecdotal notes.
42
Mendelson, Eric, and Jody S. Piro. "An Affective, Formative and Data-Driven Feedback Intervention in Teacher Education." Journal of Curriculum and Teaching 11, no. 8 (October 23, 2022): 13. http://dx.doi.org/10.5430/jct.v11n8p13.
Full textAbstract:
Educators and researchers have long contemplated the most effective ways to provide feedback to students, to build sustainable feedback practices, and to establish feedback literacy. While a considerable amount of research, theory, and practical approaches exist to support the effect of formative feedback practices, less research exists on the impact of affective elements related to feedback. This study set out to explore pre-service teachers’ perceptions of a feedback intervention that included affective, formative, and data-driven aspects. A mixed-reality simulation environment was selected as the context for the study, and eight pre-service teachers performing in the simulation were selected as participants. This qualitative multicase study included three rounds of simulation observations, a feedback intervention, and interviews. Data were analyzed using a thematic analysis framework. Findings showed that the application of confirmation, empathy, and reciprocity in the feedback intervention prompted the development of helping relationships that promoted personal growth. Humanism became a useful framework for these emergent findings. In addition, findings included participants’ preferences for formative feedback over data-feedback, particularly formative feedback that introduced engaging language, purposeful organization, and details and examples. Lastly, findings revealed participants’ perceived personal growth in feedback literacy, especially in managing emotions and committing to the feedback process.
43
Kusairi, Sentot. "A web-based formative feedback system using isomorphic items to support Physics learning." Journal of Technology and Science Education 10, no. 1 (February 25, 2020): 117. http://dx.doi.org/10.3926/jotse.781.
Full textAbstract:
Formative feedback plays an important role in assisting students in their learning process. However, giving information about student weaknesses and strengths is one of the challenges teachers face when they try to implement formative assessment. This study aims to develop a web-based formative feedback system that is able to provide a specific one. This is a development research with steps including needs analysis, model design, model development, and limited model testing. The research has succeeded in developing a web-based formative feedback system through utilizing isomorphic items. The results of the initial test showed that the model can provide timely and effective formative feedback both individually and in groups of students. The use of this model also allows the teachers to discuss student’s learning difficulties in real time responses. The results of this study need to be followed up with the implementation of this model in more extensive trial.
44
Halupa, Colleen, and Doris U. Bolliger. "Student Perceptions on the Utilization of Formative Feedback in the Online Environment." International Journal of Online Pedagogy and Course Design 3, no. 2 (April 2013): 59–76. http://dx.doi.org/10.4018/ijopcd.2013040104.
Full textAbstract:
This article addresses instructors’ formative feedback to graduate student writing. The authors investigated the utilization of a formative feedback option in online master and doctoral degree programs in health education and administration. Two hundred and five graduate students at a small private university in the Midwest in various health programs completed an online questionnaire focusing on student perceptions of the use of formative feedback including preferences, utilization, usefulness, and barriers. The first part of the survey was completed by all respondents; the second part of the questionnaire was directed at formative feedback users only. Over seventy three percent of respondents utilized the feedback option and most individuals valued the feedback. Results highlighted differences of learner perceptions and preferences. Participants offered a number of barriers and reasons for non-use; however, students who did not utilize the option were either satisfied with their performance or were unable to meet deadlines set by instructors.
45
Grier, Donovon, Suzanne F. Lindt, and Stacia C. Miller. "Formative Assessment with Game-based Technology." International Journal of Technology in Education and Science 5, no. 2 (March 17, 2021): 193–202. http://dx.doi.org/10.46328/ijtes.97.
Full textAbstract:
The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.
46
Sun, Yu Qiu, Hong Chen, Jian Xin Sun, and Ji Fei Cai. "Research on Measurement System of Print Image on Line." Applied Mechanics and Materials 312 (February 2013): 603–6. http://dx.doi.org/10.4028/www.scientific.net/amm.312.603.
Full textAbstract:
It be discussed that influence factor and expression ways about print image quality. Density and chroma be used to express image shade and color information for responses print press ink mate and image quality. Image light and shade and color are expressed by ink quantity on print paper in Color print product. The paper discuss print image quantity influence factor and ways expression of quantity about print production, image density and color factor express print image light and shade thereby press ink quantity supply was feedback. CCD-Charge-coupled Device is a kind of semiconductor parts for exploration light distributing. It would catch video frequency for that image formation was better obtained in print product, by image transact soft ware transform light electricity signal into reciprocal image density ,color factor , dot expands superimposition state parameter. For print image in press high speed moving, it is important that speediness exact measure and supervising control image quality. CCD sensor could satisfy dynamic image measurement need. Certainly face CCD could obtain the largest all-around image information, it obtain the more speeding color print image light and shade and color information. CCD sensor measurement system transform software base on print image quality diagnostic density and chroma transform way to charge measure signal into print calling quality expressing way, to come true print quality supervising control.
47
Pillay, Preya, and Raudina Balele. "Exploring Learners’ Experiences of Receiving Formative Written Assessment Feedback in Business Studies as a Subject in South Africa." International Journal of Learning, Teaching and Educational Research 21, no. 10 (October 30, 2022): 228–48. http://dx.doi.org/10.26803/ijlter.21.10.12.
Full textAbstract:
The purpose of this study was to understand Grade 10 Business Studies learners’ experiences of receiving written formative assessment in the South African school context. This exploratory qualitative study employed a case study design and was conducted with 12 Grade 10 learners from two public secondary schools, located in Johannesburg East, Gauteng. The study sample was purposefully and conveniently selected and data were collected through semi- structured interviews via WhatsApp voice calls. Thematic analysis was employed to make sense of the data. Findings of the study generated two themes to describe the learners’ experiences, namely timing, and specificity of formative feedback. The learners disclosed that they received delayed feedback that did not specify their individual progress, areas of work that was well done, and areas that needed improvement. This study suggests that if classroom teachers are to become effective ‘mediators’ of formative assessment, they must be provided with a better theoretical and practical grounding in the nature of formative assessment feedback. The Department of Education needs to provide more guidelines, practical demonstrations, and workshops to assist to teachers to understand and implement formative assessment feedback practices effectively. Teacher and student feedback literacy also has the potential to facilitate principled, research-informed feedback processes in the future.
48
Gunawan, Shiela, and Robert Harry Soesanto. "KEAKURATAN UMPAN BALIK ASESMEN TERHADAP HASIL BELAJAR KOGNITIF SISWA PADA PENGERJAAN FORMATIF SECARA DARING." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 13, no. 1 (December 27, 2022): 10–19. http://dx.doi.org/10.24176/re.v13i1.6852.
Full textAbstract:
The purpose of this study is to discuss the accuracy of feedback assessments on student learning outcomes cognitively, especially in carrying out formative tests during online learning.The research method used is descriptive qualitative. The research was conducted for 8 weeks at a private junior high school located in the city of Tangerang, in the July-August 2021 range. The research instruments used were observation and documentation sheets which had been validated by 3 lecturers who handled the field experience program being carried out. At the observation stage, it is shown how the teacher provides feedback on students' formative tests. From the results of these observations, the researcher then carried out formative tests and provided feedback which was arranged in detail according to the mistakes made by each student. After that, researchers compared it to student learning outcomes. Furthermore, it is documented and presented in the form of pictures.The results of the study found that providing accurate feedback is very important to improve learning outcomes, especially the cognitive domain of students in working on formative tests. This is reflected in the accuracy of providing student assessment feedback through the work of student formative tests. Through this research, students' cognitive learning outcomes can be increased by providing teacher feedback. The conclusion of this study is that teachers need to consider the quality of the descriptive words used in providing feedback.
49
Ediyanto, Ediyanto. "Post-Learning Cycle, a Web-Based Formative Assessment Model on Physics Learning Temperature and Heat Matter." Journal of Disruptive Learning Innovation (JODLI) 1, no. 2 (May 30, 2020): 1. http://dx.doi.org/10.17977/um072v1i22020p1-14.
Full textAbstract:
Web-based formative assessment model in the current study divided into three cycles of a pre-learning cycle, learning cycle, and post-learning cycle. Previous research in the pre-learning stage, web-based formative assessment models can provide feedback quickly and can improve students' understanding of concepts. The current study develops the post-learning cycle, a web-based formative assessment model in physics specifically for heat and temperature materials in vocational school students grade X. The present study is used in the research and development method. Post-learning cycle, a web-based formative assessment model developed with six stages: 1) the collection of information and drafting, 2) planning, 3) establish initial product, 4) validate the initial product, 5) revisions, and 6) trial in the field. As a result, the post-learning cycle, a Web-Based formative assessment model is divided into three stages: diagnostic test, recording, and feedback. Based on trial results, it was found that the post-learning cycle, a web-based formative assessment model can help teachers and students to get quick feedback. Rapid feedback can help students to gain an understanding of the concept quickly and can help teachers to find students so that problems can be solved promptly. This formative assessment model can be used as a tool for assessment and evaluation of the achievement of student learning outcomes. In the future, a post-learning cycle, a Web-Based formative assessment model, can be used for learning other than physics.
50
Mangold, Karen A., Justin M. Jeffers, Rebekah A. Burns, Jennifer L. Trainor, Sharon M. Unti, Walter Eppich, and Mark D. Adler. "An Objective Structured Clinical Examination to Improve Formative Assessment for Senior Pediatrics Residents." Journal of Graduate Medical Education 7, no. 3 (September 1, 2015): 470–74. http://dx.doi.org/10.4300/jgme-d-14-00777.1.
Full textAbstract:
ABSTRACT Background Residency programs are developing new methods to assess resident competence and to improve the quality of formative assessment and feedback to trainees. Simulation is a valuable tool for giving formative feedback to residents. Objective To develop an objective structured clinical examination (OSCE) to improve formative assessment of senior pediatrics residents. Methods We developed a multistation examination using various simulation formats to assess the skills of senior pediatrics residents in communication and acute resuscitation. We measured several logistical factors (staffing and program costs) to determine the feasibility of such a program. Results Thirty-one residents participated in the assessment program over a 3-month period. Residents received formative feedback comparing their performance to both a standard task checklist and to peers' performance. The program required 16 faculty members per session, and had a cost of $624 per resident. Conclusions A concentrated assessment program using simulation can be a valuable tool to assess residents' skills in communication and acute resuscitation and provide directed formative feedback. However, such a program requires considerable financial and staffing resources.