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The Effect of Delayed Feedback on Long-Term Retention and Application for RN Student NursesFurby, Leanne Marie 01 December 2016 (has links)
While the benefits of academic testing and feedback have been well documented in the literature for more than a century; the optimal timing for providing feedback has yet to be determined. The number of studies that focus on when to deliver feedback following an assessment is limited. According to Brosvic and colleagues (2005), it is the length of time that the learner should retain the test material that best determines when feedback should be delivered. The purpose of this study was to compare the effect of immediate versus delayed informative feedback on subsequent test performance of registered nursing (RN) students. The participants of this study included 300 RN students from ten different nursing programs in the United States. The study included two test administrations. Following each test administration, informative feedback was provided according to a pre-determined delivery schedule. The immediate feedback was displayed on screen when the examinee clicked to submit the exam for scoring. There were two groups of delayed feedback. One group received an informative feedback report via email 24 hours post the submission of their exams. The second group received the same feedback 72 hours post exam submission. The Statistical Package for Social Science (SPSS, version 24.0) was used to perform a one-way Analyses of Variance (ANOVA), comparing the mean of the test scores with the three independent groups. No statistically significant differences were found for Mean Scores [F(2, 297) = 1.771, p = .172] at the 95% confidence level. Therefore, the null hypothesis was not rejected. A retrospective power analysis showed 618 participants would be needed to achieve a statistically significant difference. Although the two tests were developed from the same test blueprint, the tests did assess differing learning objectives. Test 1 (Comprehensive Nursing Practice Test) assessed nursing concepts with questions that were more theoretical. Test 2 (EPE) assessed application of skills and abilities and the questions were more clinical in nature. Generally speaking, the participants performed higher on the theoretical Test 1 (Comprehensive Nursing Practice Test). Most RN students do not have clinical experience until the end of their academic program which coincided with the timing for this study. It is plausible that differences in curricula and faculty at each of the independent programs contributed to the differences in the test scores. Especially since the students had limited clinical exposure prior to Test 2.
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QUESTION DEVELOPMENT BY INDIVIDUALS IN THERAPEUTIC ASSESSMENT: DOES IT RESULT IN MORE POSITIVE OUTCOMES?Friedhoff, Lesley Ann 28 October 2013 (has links)
No description available.
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Audience Response Systeme und Online Self-Assessments zur Aktivierung und Evaluationdes PlenumsSchnauß, Jörg 10 November 2020 (has links)
Der vorliegende Beitrag beleuchtet als Teil eines
Blended-Learning Ansatzes vorrangig den Einsatz
von Live-Umfragen (ARS – Audience Responce
Systems) im Vorlesungsrahmen. Gerade naturwissenschaftlich
geprägte Studiengänge (hier die
Fachrichtung Physik) sind häufig durch Frontalunterricht
geprägt. Das maßgebliche Ziel des Projektes war
es, das Format durch gezielte Einbindung der Studierenden
aufzulockern und die Diskussionskultur in
der Lehrveranstaltung zu stärken. Einhergehend mit
der Aktivierung erhalten die Lernenden eine unmittelbare
Rückmeldung zu ihrem Wissensstand und die/
der Lehrende ein Feedback zu möglichen Wissenslücken. Die Live-Umfragen fanden über die Online-
Plattform invote.de in Form von Single-Choice-Fragen
statt. Erweitert wurde dieser Ansatz, indem diese
Inhalte ebenfalls für eine asynchrone Wissensvermittlung
im Lernmanagement-System (LMS) Moodle
implementiert und mit Feedback flankiert wurden.
Dies führte im Vergleich zu früheren Iterationen der
Lehrveranstaltung zu einem höheren Aktivitätslevel
des Plenums und fachlich fundierten Diskussionen.
In Evaluationen zum Ende des Semesters sowie
in persönlichen Gesprächen mit den Studierenden,
wurde der Einsatz der Fragen in synchroner sowie
asynchroner Form explizit als Zugewinn für die Qualität
der Lehrveranstaltung herausgestellt.
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Integrating student self-assessment and feedback in e-learning applications : a proposed educational modelAlansari, Iman Sadek Zainy January 2009 (has links)
There is a large demand for the use of e-learning tools to support student learning, in the form of distance or blended learning. The need for e-learning environment that encourages learners to learn independently or in groups in virtual settings is crucial. Some e-learning environments provide repositories of 'resources'. They neither facilitate a strategy for learning or teaching, nor they guide students through the resources, and tutors in constructing their courses. E-learning environments need to incorporate pedagogical practices which support and allow students to learn by removing any barriers that might inhibit their learning. Therefore, one of the most important aspects in developing e-learning environments is defining appropriate models where technology and pedagogy are integrated. This thesis provides such a framework for developing e-learning applications; it aims to make it easier for tutors to implement their lesson content and engage learners to achieve the course objectives. The proposed model incorporates constructive alignment, assessment and feedback and unlike other e-learning environments guides the tutor to construct lessons and help learners to use effective learning environment. Furthermore, the thesis investigates on how supported learning can help students adapt to the different approaches to learning. The empirical work undertaken investigates the role of constructing a well designed self-assessment and feedback unit within a learning environment.
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Involving Children in the Assessment Process: Experiences of a Developmentally Appropriate Feedback ModelWeeks, Sara Eaton 05 1900 (has links)
Assessment is a foundational part of counseling practice, which includes the process of providing assessment feedback to those tested. Millions of children are assessed across the United States through the public-school system, hospital, agency, and private practice settings. Though millions of children are assessed yearly, there has been little research surrounding providing assessment feedback with children. In this study, the author qualitatively explored children's experiences with a developmentally appropriate feedback model, the young children's assessment feedback (YCAF). Participants included ten 6 to 10-year old children, who had not previously gone through psychoeducational testing within the last year. Participants completed a battery of psychoeducational assessments and the YCAF feedback process. Data sources included session transcriptions, session observation notes, child interviews, parent interviews, and expressive arts observation notes. In order to explore the perceptions regarding the YCAF, the author utilized interpretative phenomenological analysis to understand the children's feedback experiences. Findings included the following themes: freedom for self-direction, self-concept, therapeutic relationship, affective responses of child, systemic shifts, and developmental considerations. The themes show that the children in this study saw a variety of benefits and experiences surrounding receiving their own personalized, developmentally appropriate assessment feedback.
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Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorialsBlanco-Blanco, Ernesto V. 12 1900 (has links)
Thesis (MPhil)-- Stellenbosch University, 2013. / Introduction: The close interrelation between the processes of learning, assessment and
feedback has been recognized and supported extensively in the educational field for many
decades. The benefits of the feedback as a strong tool for facilitating learning have been
corroborated by learning theories and educational research. The introduction of Problem-
Based Learning (PBL) approaches to higher education programmes, especially in medical
training, is a worldwide trend. The PBL approach to learning brings new perspectives to the
specific characteristics and values of feedback on learning and the quality of learning and
thus, more especially to the role of the tutor as learning facilitator.
Purpose: To explore the medical students’ perception of the role and utility of the verbal
feedback provided by the tutor to students during the PBL tutorial sessions; and the
students’ perceptions on how to improve the effectiveness of the feedback.
Methodology: This study used a qualitative and interpretive methodological approach. The
qualitative data collection tool used was the focus group discussion. The study was
conducted at the Walter Sisulu University in the Eastern Cape province of South Africa,
where the faculty of Health Sciences has implemented the PBL approach for training. The
research targeted the students in the third year of the MBChB program.
Results: Students’ perceptions on the role of the tutorial feedback suggested that they
strongly acknowledge its value: they see it as a tool for improving their learning skills and
also as an enhancer of their learning motivation and regulation. The students also perceived
it as instrumental in the modelling of programme-specific professional skills which would be
required in their future medical practice. Students’ expectations from PBL-tutors feedback
are quite high and comprehensive regarding both the kind and the nature of the feedback.
Students perceived that the imperfections in the feedback received during tutorial sessions
were a source of emotional discomfort and a hindrance to their learning success. The
students’ need for clear, timely and regular provision of feedback, based on specific learning
outcomes, was also highlighted. The participants’ recommendations for improving the
efficient use of feedback included the regularization of the feedback practices across the
different tutors and an increase in the allotted time for self-directed learning in their schedule.
Conclusions: The results of this study support the need for a socio-constructive learning
environment to ensure successful learning in PBL. Among other conditions, the harmonious
provision of balanced, supportive and motivating feedback is a complement for the
establishment of a learning environment conducive to learning. Similarly, students
highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and
self-regulate their learning, and ensure learning success via the facilitation and feedback.
Higher Education Institutions using PBL training must identify and address factors limiting
the effectiveness of the feedback and the overall quality of learning such as increased staff
workload, increased demand for resources and modularization of courses.
Recommendations: Higher education institutions using PBL training should address the
need for training of tutors in the different aspects and practices of the feedback in the
specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’
learning. A regular process of curriculum enquiry is required to ensure the constructivist
alignment of the different curricular components and overall design as a condition for the
successful implementation of PBL.
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Adaptation of tertiary mathematics instruction to the virtual medium : approaches to assessment practiceTrenholm, Sven January 2013 (has links)
Mathematics has been singled out as a challenging discipline to teach fully online (FO). Yet both the demand for and development of FO mathematics courses is increasing with little known about the quality of these courses and many calling for research. Whereas most research has investigated the nature of these courses by examining instructional outputs such as student grades this research seeks the same insight but by examining instructional inputs. Specifically, it seeks to investigate the nature of current assessment practice in FO mathematics courses. To conduct this investigation, deep learning (Marton & S??lj??, 1976a, 1976b) is used as the principle theoretical framework. From the growing body of literature associated with deep learning, two studies are selected to investigate current FO mathematics instructors assessment practices. An additional framework based on empirical findings related to the use of different kinds of feedback is also used. In total, six study measures are used to conduct a mixed methods study in two parts. The target demographic and course context are tertiary instructors from Western nations that teach introductory level mathematics (particularly statistics and calculus). The first study explores current FO mathematics assessment practices using an online survey (n=70) where the majority of participants originate from US higher education institutions. In the second study six of the US survey participants are interviewed about how their assessment practices and approaches used in their FO mathematics courses differ from those used in their face-to-face (F2F) mathematics courses. This study represents the first known attempt to investigate the nature of tertiary FO mathematics instructors assessment practices using appropriate theoretical frameworks. In particular, it investigates mathematics instructors experiences of the affordances and constraints of the FO course context when adapting their F2F practice to this new environment. Findings suggest the FO course context is a challenging environment for instructors to orient their teaching and assessment practice in a way that helps develop students understanding of mathematics. Analysis of interview responses suggests the problem lies with the nature of interactivity provided in the FO course context.
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Bridging Early Diagnosis and Intervention: Enhancing Recommendations and Facilitating Access to Early InterventionBrooks, Bianca A 12 August 2016 (has links)
Early detection facilitates early intervention (EI), which optimizes outcomes in autism spectrum disorders (ASD) and other developmental delays. However, facilitating the transition between receiving a diagnosis of ASD and other delays and accessing care has received little attention. When families first receive a diagnosis, they often experience grief, confusion, heightened stress, and difficulty accessing appropriate and affordable services, further increasing the disadvantages and disparity experienced by underrepresented populations. This feasibility study will focus on ways providers can better facilitate access to EI services for families following an initial diagnosis. Forty-nine diverse parents with children (16-32 m) diagnosed with ASD and other developmental delays were recruited from a larger screening study. During feedback, all families were provided with a provider list (treatment as usual) of therapeutic services. Half of the families were randomly assigned to receive a DVD/ Youtube Link (treatment plus video) that describes the diagnosis as well as common therapeutic options for children with developmental delays. Parents were asked questions regarding their use of materials (video vs. provider list) following feedback and their ability to access EI services. Study retention, demand and satisfaction were assessed to evaluate the use of video recommendations and the provider list. Demand, satisfaction and completion rates were assessed to evaluate the use of video recommendations as a feasible intervention following diagnosis. Additionally, differences in post measures of parental sense of competence, parental stress and access to the EI system were used to assess the potential efficacy of the intervention. Seventy- five percent of parents (across both treatment groups) used the provider list, whereas only 29% of parents who were randomized to the video condition reported that they viewed the video recommendations. Qualitative reactions from parents in the current investigation suggest a need for interdisciplinary care and coordination between mothers. Challenges to delivering a brief intervention following diagnosis are explored.
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En enkätstudie om vårdnadshavares upplevelse av återgivning av dess barns neuropsykiatriska diagnos på BUP i Stockholm / A survey about parents experiances of their child’s psychological assessment from BUP in StockholmJansson, Anna January 2019 (has links)
Det blir allt vanligare med barnpsykologiska utredningar, och en viktig del av utredningsprocessen är återgivningen. Vid återgivningen delges vårdnadshavare resultatet av utredningen. Syftet med denna studie är att undersöka vårdnadshavares upplevelse av återgivningen av deras barns NPF-diagnos. De två frågeställningarna använts för uppsatsen är; Vilka utvecklingsmöjligheter av återgivningar finns det för psykologerna på BUP Stockholm enligt vårdnadshavare? och Vilka är styrkorna och svagheterna med återgivningen på BUP Stockholm enligt vårdnadshavare? Uppsatsen har en kvantitativ ansats som utgått ifrån enkätundersökning med 31 stycken respondenter. Studien har en teoretisk utgångspunkt ifrån alliansteori, kommunikationsteori och kristeori, dessa teorier har även funnits som grund för analysen och diskussionen. Studiens resultat visar på att vårdnadshavare i stort är tillfreds med återgivningen på BUP Stockholm. Trots det finns det delar av resultatet som visar på utvecklingsmöjligheter. Bland annat att vårdnadshavare får tillgång till det skrivna materialet ifrån diagnosutredningen, även att det skulle kunna vara en fördel att arbeta fram en återgivnings-mall som skulle kunna vara ett hjälpmedel för nya psykologer på BUP. Även att efter- eller i kombination med återgivningen kunna vägleda vårdnadshavare med råd om vart de ska vända sig för att erhålla rätt stöd för deras barn, där lyfts socionomens roll som en tänkbar profession att kunna bidra med rätt kunskap.
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Föräldrars upplevelse av en återgivning efter en barnpsykologisk utredning / Parents’ experience of feedback after psychological assessment of childrenBrendler-Lindqvist, Anna, Larsson, Tua January 2012 (has links)
Barnpsykologiska utredningar har blivit allt vanligare. En viktig del av en utredning är återgivningen då resultaten delges föräldrarna. Syftet med föreliggande studie är att undersöka föräldrars upplevelse av en återgivning med fokus på relationen till utredaren, validering, invalidering, samt emotioner i förhållande till upplevelsen av att ha fått ny förståelse för barnet. Studien är en tvärsnittsstudie med 33 deltagare. Resultaten visar att positiva emotioner och invalidering är de bästa prediktorerna för i vilken grad föräldrarna upplever att de får ny förståelse. Studiens design gör att det inte går att uttala sig om sambandens riktning. Resultaten indikerar att när föräldrar upplever positiva emotioner och inte upplever sig invaliderade under återgivningen finns goda förutsättningar för att de får ny förståelse för sitt barn och att utredningen kommer barnet till godo. / Psychological assessment of children has become increasingly common. One important aspect of an assessment is the feedback, when the result is communicated to the parents. The aim of the present study is to investigate parents’ experience of assessment feedback, with focus on the relation to the assessor, validation, invalidation and emotions in relationship to the experience of having obtained a new understanding of the child. The study is a cross-sectional study including 33 participants. The results show that positive emotions and invalidation are the two best predictors as to what degree the parents experience that they have been given a new understanding of their child. The study design prevents any conclusions regarding the directions of relationships. The results indicates that when parents experience positive emotions, while not feeling invalidated during the assessment feedback, there are good prerequisites for the parents obtaining a new understanding of their child and that the assessment will be beneficial to the child.
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