6,986 research outputs found

    VCU Peer Mentoring Program: 2017-18 End-of-Year Report

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    The 2017-18 End-of-Year Report provides background information on the VCU Peer Mentoring Program and end-of-year data based on evaluation, feedback and recommendations. This report also contains participant demographics, a complete cohort listing and a summary of the end-of-year feedback survey. The VCU Peer Mentoring program is part of the VCU Office of Faculty Affairs

    Potential of Automated Writing Evaluation Feedback

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    This paper presents an empirical evaluation of automated writing evaluation (AWE) feedback used for L2 academic writing teaching and learning. It introduces the Intelligent Academic Discourse Evaluator (IADE), a new web-based AWE program that analyzes the introduction section to research articles and generates immediate, individualized, and discipline-specific feedback. The purpose of the study was to investigate the potential of IADE’s feedback. A mixed-methods approach with a concurrent transformative strategy was employed. Quantitative data consisted of responses to Likert-scale, yes/no, and open-ended survey questions; automated and human scores for first and final drafts; and pre-/posttest scores. Qualitative data contained students’ first and final drafts as well as transcripts of think-aloud protocols and Camtasia computer screen recordings, observations, and semistructured interviews. The findings indicate that IADE’s colorcoded and numerical feedback possesses potential for facilitating language learning, a claim supported by evidence of focus on discourse form, noticing of negative evidence, improved rhetorical quality of writing, and increased learning gains

    Faculty Use of Student Evaluation Feedback

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    This study examined faculty formative use of end of semester student rating of instruction (SRI) feedback. Over 600 faculty from three universities responded to a mailed survey. The majority of faculty reported using SRI feedback on a regular basis. Formative use of the SRI feedback was found to relate to faculty perceptions and values. The use of negative practices was reported by a small percentage of respondents. The results provide support to revised version of Geis\u27s (1991) SRI feedback model

    POD Quarterly: The Journal of the Professional and Organizational Development Network in Higher Education (Fall 1979)

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    Cover Page Contents Page includes Editorial, Articles, Departments, Evaluation, Feedback Forum

    Evaluation, feedback, equity: a challenge in education

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    4siopenopenMichele Corsi, Pier Giuseppe Rossi, Lorella Giannandrea, Gabrielle E. MillerCorsi, Michele; Rossi, Pier Giuseppe; Giannandrea, Lorella; Miller, Gabrielle E

    The impact of evaluation feedback on affective and behavioural reactions

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    A study was conducted to examine the impact of outcome (success or failure) and attribution information cues (none, internal, external) on affective and behavioural reactions to performance feedback. Following the theorizing of Weiner, Russell, and Lerman (1978, 1979) and Liden and Mitchell (1985), it was predicted that the outcome manipulation would determine a global affective reaction and that the attribution information cues manipulation would polarize these reactions. Sixty university undergraduate students were randomly assigned to success of failure on a practice and final creativity test and were induced to attribute their performance to internal or external causes depending on attribution information type condition. The results indicated that successful participants reported greater positive affect; evaluated the task, the feedback, the experimenter, and the experiment more favourably; and expressed a greater willingness to attempt more problems and participate in future psychological studies than did unsuccessful participants. However, in some instances, these effects were moderated by the type of information provided with the feedback. Thus, the results indicated that there are both outcome- and attribution-dependent effects on affective and behavioral responses to outcomes

    Teachers’ Perceptions of Evaluation Feedback Conferences: A Mixed Methods Study

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    Teacher performance evaluations can serve two purposes: summative/accountability and formative/professional development. The current perception in the field is that performance evaluation systems predominantly focus on fulfilling a summative agenda over formative, which blurs the lines between the two purposes of evaluation (Popham, 2013). As a result, how evaluators and teachers react to evaluation ratings creates a disconnection between the summative and formative purposes and creates critical tensions between personnel being evaluated and evaluation systems. When this tension is felt, teachers and some evaluators feel that evaluation ratings cannot be used effectively for either purpose.A way to lessen the tension would be for evaluators and teachers to focus on the part of the evaluation process within their control, the evaluation-feedback conferences. During feed-back conferences, the evaluator and teacher discuss observations of the teacher’s practice. This discussion, in theory, should be formative and summative for helping teachers at “improving instruction, … assisting teachers to achieve their full potential, and improv[e] school culture and climate” (Willis & Ingle, 2015, p.71), and having teachers account for their own teaching decisions and the impact of their decisions on student learning (Peterson, 2004). The issue between which purposes feedback conferences serve raises questions about the impact of evaluation conferences over-all. A body of research literature focuses on educational performance appraisal and observation process/protocols, but most of this literature focuses on how administrators should conduct classroom observations, approach evaluation conferences, and assign evaluative ratings. There is a paucity of studies that consider or explore teachers’ experiences with how evaluators provide specific feedback from observations of practice, and how that feedback affects their practice. There is a small body of literature that uses feedback theory to explain teachers’ reactions to feedback, but that literature still shows a gap in understanding how teachers perceive the approaches evaluators use within the evaluation context when providing feedback on observations. The purpose of this study is to describe teachers’ experiences with evaluation feedback conferences and their perceptions of the impact those experiences have on their practice using a mixed-methods design. Analysis from qualitative data from interviews included in a Research Apprentice Project, quantitative data from an online survey on the dimensions of evaluation feedback conferences, and hybrid data (objective quantitative-subjective qualitative) from focus groups, all representing public school teachers who had an observation feedback conference with an evaluator, revealed teachers have complex, yet similar, perceptions of the evaluation conference experience. The data from this study has provided theoretical and practical considerations on how to conduct feedback conferences as part of an over-all evaluation system for teachers and evaluators that will have an impact teaching and learning, while also revealing the need for further research with a larger sample of teachers on the current directions evaluation feedback conferences across and between school organizations and districts in New York State
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