This study investigated the most efficacious means of providing feedback to students on multiple-choice test items. Subjects were 135 undergraduate students enrolled at a mid-western university. Immediate feedback, defined as knowledge of correct results presented after the completion of the entire test, and delayed feedback, defined as knowledge of correct results presented 24 hours after the completion of the test, were examined. The presence or absence of an immediate retention test was also examined. The performance on the initial test, the students' verbal ability, and the amount of time spent with feedback were used as covariates. Also investigated was the relationship of the level of the test item (recall or complex) to the students' ability to profit from immediate or delayed feedback. The interference perseveration hypothesis was examined as a possible explanation of the delayed retention effect (DRE).Two analyses of the data were performed to test the DRE. The first was a univariate analysis of covariance of the four treatment conditions, utilizing the students' performance on the initial test, verbal ability and time spent with feedback as covariates. The results of this analysis were not significant. The second was a univariate analysis of covariance of the four treatment groups and the control group with the initial test score and the students' verbal ability covaried.The analysis yielded a significant treatment effect when the control group was compared to the four treatment conditions.The reliability correlation coefficients which were computed for the recall and complex test items were not adequate to be used in the analysis. Therefore the interaction between the level of the test items and the feedback condition was not tested.All of the students were asked to complete a pre- and postquestionnaire to assess their feedback preference and to determine if this preference changed over time. Results indicated the majority of students preferred to receive immediate feedback and little change was observed in their feedback preference.An item analysis was conducted in order to investigate the interference-perseveration hypothesis. The data did not support this theory.Conclusions were drawn and implications for further research were discussed.

No description available.

Active magnetic bearing (AMB) is an ideal bearing solution for high performance and energy efficient applications. Proper operation of AMB can be achieved only with advanced feedback control techniques. An identified system model is required for synthesizing high performance model based controllers. System identification is the preferred method for obtaining an accurate model. Therefore, it becomes a prerequisite for the commissioning of AMB. System identification for commissioning poses some challenges and special requirements. In this thesis, system identification of AMB is approached within the context of commissioning. A procedure for identification is developed and applied to experimental data from a prototype AMB system. The identification procedure is based on the so called prediction error method, and it has been performed in the frequency domain. A linear state-space model, along with the required parameters, is successfully identified.

Syfte och frågeställningar Syftet med studien är att undersöka feedback och dess inverkan på elevers lärande och utveckling. Hur påverkas elevernas lärande av feedback? Hur varierar den motoriska utvecklingen beroende på vilken av följande tre återkopplingar som eleven får: positiv-, konstruktiv- och videofeedback? Finns det någon skillnad mellan könen? Metod Studien hade en kvantitativ ansats samt en positivistisk syn. Direkt observation användes i denna studie. Ett bestämt moment observerades och statistik fördes ner. Elevernas frivolter observerades och antalet lyckade samt misslyckade försök fördes ner i statistiken. Samtliga elever utförde två tester, en i början och en i slutet av studien, för att se progressionen. Mellan testerna fick de fyra tillfällen att öva och få feedback på. Studien gjordes på tre klasser, varav varje klass fick en form av feedback; positiv-, konstruktiv- eller videofeedback. Resultat Resultatet visade att feedback ger en positiv effekt på elevers utveckling. Någon skillnad mellan de olika formerna av feedback, kunde dock inte säkerställas statistiskt. Slutsats Genom att studera resultaten kan slutsatsen dras att feedback har en positiv påverkan på inlärning, dock kan inget sägas om hur olika former av feedback påverkar utvecklingen. Det var heller ingen signifikant skillnad mellan könen. / Aim The purpose of the study is to examine the feedback and its impact on pupils' learning and development. How does feedback impact students' learning? How does the motor development varies depending on which of the following three feedbacks which the student will get: positive, constructive and video feedback? Is there any difference between the genders? Method The study was quantitative approach and a positivist approach. Direct observation has been used in this study. A certain moment will be observed and statistics will be brought down. Tumbles will be observed, and the number of successful and unsuccessful tumbles will be written down in the statistics. All the students go through two tests, one at the beginning and one at the end of the study, to see the progression. Between the tests they will have four opportunities to practice and get feedback on. The study was done on three classes, of which each class gets a kind of feedback; positive-, constructive or video feedback. Results The results showed that feedback provides a positive effect on pupils' progress. Any difference between the various forms of feedback, however, it could not be ensured statistically. Conclusions By studying the results it can be concluded that feedback has a positive impact on learning, however nothing can be said about how different forms of feedback influences the development. There was either no significant difference between the genders. / <p>Studiegång Idrott, fritidskultur och hälsa. Ht 2013</p>

In this thesis we consider linear multivariable frequency response systems with finite numbers of unstable poles but with no poles on the j(omega) - axis. We represent unstable systems by input-output mappings with restricted domains in / (DIAGRAM, TABLE OR GRAPHIC OMITTED...PLEASE SEE DAI) / The effects of unstable perturbations in an open loop system K on the closed loop system (I + K)('-1) are studied. For this purpose the gap metric is introduced for measuring approximations to unstable systems. This metric is used to determine the sets of "allowable" uncertainties, i.e., those which do not destroy the stability of a feedback system, and which preserve a specified tolerance on the closed loop input-output behavior. / It is shown that the allowable sets of uncertainties consist of closed operators which are contained in spheres sufficiently small in the gap metric. Also, all metrics which separate allowable uncertainties from the others are shown to generate the same topology as the gap. / It is shown that all admissible approximations to a nominal frequency response system have domains with the same codimension, and therefore the same number of r.h.p. poles as the nominal system. / Various estimates of the gap between two unstable systems are obtained, and applied to examples.

Sammanfattning Syfte Syftet var att undersöka hur idrottslärare vid ett riksidrottsgymnasium i Sverige använder sig av feedback i sin undervisning, vilken form av feedback de använder sig av och vilken funktion feedbacken har. Frågeställningar Frågeställningarna var:  Hur används feedback inom idrottsundervisningen? Vilken form av feedback används? Metod Jag valde att göra en kvalitativ studie för att undersöka feedback mer djupgående utifrån ett lärarperspektiv och med hjälp av strukturerade observationer studerade jag två lärare vid sex olika tillfällen, tre lektioner per idrottslärare. Resultat Resultaten visade att feedback i form av beröm var den mest förekommande feedbacken. Av observationerna framgår det att Lärare A använder sig först och främst av feedback i form av beröm. Lärare A använde sig mestadels av beröm som bra, bra jobbat, vad grym du är, härligt jobbat och applåder. Lärare A ger även korrigerande feedback på teknik men också på oönskat beteende relativt ofta jämfört med Lärare B. 82 procent av Lärare B:s feedback är beröm till eleverna för att motivera och uppmuntra en fortsatt progression i deras lärande. Lärare B använder också beröm som redskap för att kommunicera med eleverna. Resultaten visar att de två observerade idrottslärarna använder sig till största delen av beröm som redskap för kommunikation genom att först visa under genomgången i början av lektionerna hur övningarna ska utföras och sedan berömma när eleverna gör rätt. Slutsats Slutsatsen är att de två observerade idrottslärarna använde sig till största del av feedback i form av beröm och detta stämde överens med mina förutfattade meningar om hur idrottslärare arbetar med beröm. Beröm är ett tacksamt verktyg för idrottslärarna för att motivera eleverna att komma tillbaka till lektionerna. Ett problem som bidrar till den korta feedbacken kan vara tidsbristen i en idrottshall. / Summary Purpose The purpose was to investigate how Physical Education teachers at a National Athlete High school in Sweden use feedback in their teaching, what kind of feedback they are using and what the purpose of the feedback is. Questions The questions were: How is feedback used in teaching Physical Education? What kind of feedback is used? Method I chose to do a qualitative study in order to investigate feedback more deeply from a teacher´s perspective and through structured observations I studied two teachers at six different occasions, three lessons per teacher. Results The results showed that feedback in form of praise was most common. The observations indicate that Teacher A primarily uses feedback in form of praise. Teacher A mostly used praise such as good, good job, you are awesome, great job and applauses. Teacher A also gave corrective feedback on technique but also on unwanted behavior more often compared to Teacher B. 82 percent of the feedback from Teacher B was praise to the students to motivate and encourage them to progress in their learning. Teacher B also uses praise as a tool for communication with the students. The results indicates that the two observed P.E teachers are primarily using praise as a tool for communicating by first showing how to perform the exercises and then giving the students praise when the exercises are performed correctly. Conclusion The conclusion is that the two observed teachers primarily used feedback in form of praise and this coincided with my preconceptions about how P.E teachers work with praise. Praise is a grateful tool for the P.E teachers to motivate the students to come back the next lesson. One problem that could contribute to the inadequate feedback may be the lack of time in a gymnasium. / <p>Studiegång Idrott, fritidskultur och hälsa skolår 6-9. Ht 2013</p>

This thesis presents a Q-methodological study which examines the subjective experiences of employees concerning feedback in their working place. The thesis seek to answer the following research question: "What does employees in organizations need of feedback from others, and how does feedback affect their work?" The research question will be answered by using theories from counseling science, such as theories about feedback, relational theory, communication theory and theory about the human mindset. The empirical data is collected through a Q-survey with 20 research participants from different arenas in working life. They were asked to sort 36 statements in a given pattern on the basis of how much they agreed or disagreed with them. The sample of statements was constructed based on a design developed from the chosen theory. Through their Q-sort the participants are giving a subjective picture of their own experience on the current theme. The empirical data is then rotated by use of factor analysis, and grouped together in two factors that are describing two relatively correlative views on feedback. Factor 1: "We have to see constructive criticism as a source that enables me to develop" and factor 2: "Praise and security enables me to develop". It appears that factor 1 needs constructive criticism to develop and wants it as a part of the working environment. Their experience of the intention behind the feedback is however, important for their interpretation of it. Factor 2 focuses on that feedback has a personal significance for them, and they also want constructive feedback as a part of their working environment. Praise seems to be very important for security and development for factor 2, and the relation between sender and receiver seems to have impact on their interpretation of the feedbacks meaning. The findings are discussed in the context of relevant theory after the abductory principle. The findings conclude that for both factors feedback is regarded as an important part of the work environment, and acts as a tool for development. / Denne avhandlingen inneholder en Q-metodologisk studie av ansattes opplevelser av tilbakemeldinger på arbeidsplassen. Utgangspunktet for forskningen er problemstillingen: "Hva trenger ansatte i organisasjoner av tilbakemeldinger fra andre, og hvordan påvirker tilbakemeldingene deres arbeidshverdag?" Problemstillingen vil besvares med et teoretisk grunnlag hentet fra rådgivningsvitenskapen. Her inkluderes teorier om tilbakemelding, relasjonsteori, kommunikasjonsteori og teori om menneskets holdning. Det gjennomføres en Q-undersøkelse med 20 personer fra ulike arenaer i arbeidslivet, som sorterer 36 utsagn i en matrise ut fra hvor enige og uenige de er i utsagnene. Utsagnene utarbeides ved hjelp av en design basert på utvalgt teori. Gjennom sorteringene gir deltakerne et bilde av sin subjektive opplevelse i forhold til det aktuelle temaet. Det empiriske materialet roteres ved faktoranalyse, og det velges en to-faktorløsning som representerer to relativt like syn på tilbakemeldinger; Faktor 1: "Vi må se konstruktiv kritikk som en kilde til utvikling", og faktor 2: "Ros og trygghet gjør at jeg kan utvikles". Det ser ut til at faktor 1 trenger tilbakemelding som konstruktiv kritikk for å utvikle seg og ønsker det som en del av arbeidsmiljøet. Opplevelsen av intensjonen bak tilbakemeldingen ser for faktor 1 ut til å være viktig for betydningen av den. Faktor 2 løfter frem at tilbakemelding har en personlig betydning, og ønsker også konstruktive tilbakemeldinger i arbeidsmiljøet. Ros fremheves som svært viktig både for trygghet og utvikling for faktor 2, og relasjonen mellom sender og mottaker ser ut til å påvirke tilbakemeldingens betydning. Funnene drøftes i diskusjonsdelen opp mot relevant teori etter abduksjonsprinsippet. Oppgaven konkluderer med at begge faktorene anser tilbakemelding som en viktig del av arbeidsmiljøet, og at konstruktiv tilbakemelding bidrar til utvikling.

No description available.

In this thesis I consider the general problem of how to make the best possible phase measurements using feedback. Both the optimum input state and optimum feedback are considered for both single-mode dyne measurements and two-mode interferometric measurements. I derive the optimum input states under general dyne measurements when the mean photon number is fixed, both for general states and squeezed states. I propose a new feedback scheme that introduces far less phase uncertainty than mark II feedback, and is very close to the theoretical limit. I also derive results for the phase variance when there is a time delay in the feedback loop, showing that there is a lower limit to the introduced phase variance, and this is approached quite accurately under some conditions. I derive the optimum input states for interferometry, showing that the phase uncertainty scales as 1/N for all the common measures of uncertainty. This is contrasted with the |j0> state, which does not scale as 1/N for all measures of phase uncertainty. I introduce an adaptive feedback scheme that is very close to optimum, and can give scaling very close to 1/N for the uncertainty. Lastly I consider the case of continuous measurements, for both the dyne and interferometric cases.

In this thesis I consider the general problem of how to make the best possible phase measurements using feedback. Both the optimum input state and optimum feedback are considered for both single-mode dyne measurements and two-mode interferometric measurements. I derive the optimum input states under general dyne measurements when the mean photon number is fixed, both for general states and squeezed states. I propose a new feedback scheme that introduces far less phase uncertainty than mark II feedback, and is very close to the theoretical limit. I also derive results for the phase variance when there is a time delay in the feedback loop, showing that there is a lower limit to the introduced phase variance, and this is approached quite accurately under some conditions. I derive the optimum input states for interferometry, showing that the phase uncertainty scales as 1/N for all the common measures of uncertainty. This is contrasted with the |j0> state, which does not scale as 1/N for all measures of phase uncertainty. I introduce an adaptive feedback scheme that is very close to optimum, and can give scaling very close to 1/N for the uncertainty. Lastly I consider the case of continuous measurements, for both the dyne and interferometric cases.