Although there is general agreement that feedback plays an important role in student performance, the majority of the studies found in the research literature explore the impact of different types of feedback in a traditional and university-level setting. In order to explore the impact of different feedback types in a non-traditional distance learning setting, 352 high school students enrolled in courses offered through BYU's Independent Study (IS) department received either delayed feedback or immediate feedback generated by Speedback™, BYU's automated grading and feedback program, depending on whether they had opted to submit end of unit assignments by mail or computer. Results of a comparison of final exam scores indicated that those students receiving immediate feedback performed significantly better on course final exams, but surprisingly those who received delayed feedback completed course in significantly less time.

The study evaluated the effectiveness of a video feedback and self-monitoring intervention on the treatment integrity of undergraduate student therapists leading a social skills group in a small clinic for children with autism. The student therapists’ behavior targeted for intervention included the delivery of reinforcement, the delivery of an error-correction procedure, and the delivery of a demand while programming for social interactions within the social skills group. Using a multiple-baseline across behaviors design, the procedure consisted of pre-baseline training, baseline, video feedback with self-evaluation, followed by self-monitoring once a preset criterion had been met. Results indicated that the video feedback increased treatment integrity to mastery criteria, and that the self-monitoring component somewhat maintained the mastery level of performance across participants. However, the time constraints and the rate at which the behavior changed lead to practical limitations of the intervention. / Applied Behavioral Analysis

Motivation has been shown to be critical for L2 language development and it is thus imperative that teachers consider how classroom methods and tools contribute to student’s motivational state. One such tool, formative feedback, has been shown to help motivate students to complete tasks, and yet formative feedback may also potentially demotivate students under certain conditions. The current study uses semi-structured interviews of five 7-9 grade English teachers in the south of Sweden to investigate some teachers’ views and experiences of written formative feedback and its effect on facilitating or hindering student motivation in the L2 classroom. Regarding usage patterns, we found that teachers generally implement formative feedback in accordance with what is promoted in recent research literature. Furthermore, we found that teachers consider formative feedback to positively affect students in terms of increased motivation and positive academic outcomes. However, teachers also stress the importance of providing the right amount of formative feedback in a timely manner to preclude potentially negative effects such as students not understanding the feedback and thus, becoming demotivated and unable to learn from the feedback provided. Our study indicates that teachers in the Swedish L2 classroom context implement formative feedback to facilitate motivation, since they believe the concept helps students develop their knowledge, furthers engagement, creates awareness of development and provides a driving force within students to work harder.

In this dissertation, we develop feedback control strategies that can be used for evacuating people. Pedestrian models are based on macroscopic or microscopic behavior. We use the macroscopic modeling approach, where pedestrians are treated in an aggregate way and detailed interactions are overlooked. The models representing evacuation dynamics are based on the laws of conservation of mass and momentum and are described by nonlinear hyperbolic partial differential equations. As such the system is distributed in nature. We address the design of feedback control for these models in a distributed setting where the problem of control and stability is formulated directly in the framework of partial differential equations. The control goal is to design feedback controllers to control the movement of people during evacuation and avoid jams and shocks. We design the feedback controllers for both diffusion and advection where the density of people diffuses as well as moves in a specified direction with time. In order to achieve this goal we are assuming that the control variables have no bounds. However, it is practically impossible to have unbounded controls so we modify the controllers in order to take the effect of control saturation into account. We also discuss the feedback control for these models in presence of uncertainties where the goal is to design controllers to minimize the effect of uncertainties on the movement of people during evacuation. The control design technique adopted in all these cases is feedback linearization which includes backstepping for higher order two-equation models, Lyapunov redesign for uncertain models and robust backstepping for two-equation uncertain models. The work also focuses on abstraction of evacuation system which focuses on obtaining models with lesser number of partial differential equations than the original one. The feedback control design of a higher level two-equation model is more difficult than the lower order one-equation model. Therefore, it is desirable to perform control design for a simpler abstracted model and then transform control design back to the original model. / Ph. D.

Feedback is used in a variety of contexts to train staff and to teach individuals new skills. Despite its popularity, there is no consensus on how to deliver it. Different measures have been used to evaluate the effectiveness of feedback, such as accuracy of responses and the sequencing of feedback delivery. The purpose of this study was to compare two feedback procedures and to explore new ways to measure the effectiveness of feedback. Four undergraduate students were exposed to two conditions: feedback before + skip the opportunity to respond and feedback after an incorrect answer. Results showed that the number of correct answers and teaching time were similar in both conditions. However, session duration was lower in the feedback before + skip condition when compared to the feedback after condition. Finally, reported emotions correlated with participants' correct responding. This study demonstrates that it is more beneficial and efficient to teach learners how to engage in a correct performance, rather than to correct responses.

Previous studies have shown that written corrective feedback (CF) addressing errors can help students to improve their language accuracy. In order to improve students' vocabulary skills, studies suggest that less explicit corrective feedback methods are more successful than more explicit ones. This small-scaled study tried to investigate what CF methods are used by three teachers concerning vocabulary errors in students' written assignments, what method is preferred by the teachers and the students in their classes and why, whether the students have to post-edit the essays after the teacher has given them feedback and finally, whether the students and their teachers believe they improve their vocabulary after the given feedback. The results show that all teachers used a varied set of corrective feedback types. The written corrective feedback method preferred by teachers in this study are underline and underline and describe. The method preferred by students are underline and describe and direct correction. In order for the feedback to be effective, the students need to work with the given corrective feedback. / Tidigare studier har visat att skriftlig korrigerande feedback som gäller språkfel kan hjälpa eleverna att förbättra sin språkriktighet. Studier tyder på att de mindre explicita korrigerande feedbackmetoderna är mer framgångsrika, när det gäller att förbättra elevernas ordförråd. Den här studien undersökte vilka feedbackmetoder på vokabulärfel i skriftliga texter tre lärare använder, vilken metod som föredras av lärarna och deras elever, om eleverna bearbetar sina texter utifrån lärarens feedback och slutligen, om eleverna och deras lärare tror att eleverna lär sig ny vokabulär utifrån lärarens feedback. Resultaten visar att alla lärare använde en varierad uppsättning av korrigerande feedbackmetoder. Den skriftliga korrigerande feedbackmetod som föredras av lärarna i denna studie är understrykning och understrykning med förklaring. Den metod som föredras av eleverna är understrykning med beskrivning och direkt korrigering. För att feedback ska vara effektiv måste eleverna bearbeta den feedback de fått av läraren.

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No / The aim of this study was to evaluate newly developed performance feedback tools from the student perspective. The tools were innovative in both their mode of delivery and the range of stakeholders they involved in the feedback process. By using the tools in health and social care settings, students were able to engage in interprofessional assessment of common competences and obtain performance feedback from a range of stakeholders not commonly involved in work-based learning; these included peers and service users. This paper discusses the ways in which the performance feedback tools were developed by a collaborative programme and compares their delivery, across a wide range of professions and work-based settings, in paper-based, web-based and mobile formats. The tools were evaluated through a series of profession-specific focus groups involving 85 students and 7 professions. The data were analysed thematically and reduced to three key categories: mode of delivery, assessment tool dynamics and work-based issues. These will be discussed in detail. The students agreed that the structured way of capturing and documenting feedback from several sources would support their practice placement learning. The reflective nature of the tools and the capacity for guiding reflection was also welcomed. The concepts of gaining service user, peer and/or interprofessional feedback on performance were new to some professions and evoked questions of reliability and validity, alongside appreciation of the value they added to the assessment process.

The study aims to examine (1) the extent to which EFL learners in upper secondary school use feedback comments from teachers and peers to revise their texts and how the usage patterns vary by type of feedback approach, (2) how the students use feedback to revise their texts and how the usage patterns vary by type of feedback approach, and (3) What positive or negative effects the type of feedback approach has on students’ revisions. Moreover, the study aims to investigate the extent the type of feedback approach affects students’ usage patterns in their revisions. The findings will provide a basis for discussions about the possible qualities of written feedback that could be included to help students improve their writing skills. Content analysis of 28 argumentative essays written by first-year upper secondary students in Sweden is used to identify the type of feedback provided by teachers and peers and the type of revisions made by the students. Using the identified types of feedback and revisions, a text analysis was adopted to examine the frequency of feedback and revisions, and how students used it to revise their text. Furthermore, the results are presented and compared to different relevant studies (e.g., Baker, 2016; Lee; 2008) and theories such as Krashen's (1985) input hypothesis and Swain's (2005) output hypothesis, to draw some insights into the effects of feedback on students' revisions. The results show that students utilized corrective feedback on the micro level more than the macro level – especially indirect corrective feedback on the micro level. The students used most of the feedback to revise their errors on the micro level such as grammar, spelling, and punctuation; however, a few revisions were made on the macro level where students improved their text by restructuring their arguments and ideas. Finally, the findings indicate that formative feedback had a positive effect on students' revisions both on the macro and micro level where students improved the coherence and cohesion of their texts in the final draft. Therefore, if formative feedback is applied in the appropriate context, it may help students develop their writing abilities.

<p>The main aim of this paper was to find out if and how teachers in upper secondary school use oral feedback when they correct their students' oral mistakes. I also wanted to find out which approach the teachers find most useful and if they use different approaches depending on the error made by the student.</p><p>I have found that the majority of the teachers find oral feedback as an important tool to help students achieve a higher proficiency in a second and foreign language. My results also show that feedback is most often used when the student makes errors regarding content and pronunciation. Most of my respondents are aware of the necessity of applying different feedback approaches to different errors made by the students. My investigation shows that teachers chose to give feedback on different occasions, both directly, but more commonly, indirectly, to a single student or later on to a full class. Most teachers also prefer a mix of feedback approaches depending on the specific student and situation.</p><p>My intention with this study has also been to determine what factors influence the students' uptake. My respondents have, among several factors, stressed the importance of comfortable learning situations, students' personal interest and size of group.</p>