Corrective feedback and its implications on students’ confidence-based assessment

Students\u2019 confidence about their knowledge may yield high or low discrepancy in contrast to actual performance. Therefore, investigating students\u2019 behavior towards corrective feedback (received after answering a question) becomes of particular interest. We conducted three experimental sessions with 94 undergraduate students using a computer-based assessment system wherein students specified confidence level (as high or low) with each submitted response. This research study exploits their logged data to provide analyses of: (1) students\u2019 behaviors towards corrective feedback in relation to their confidence (about his/her answers), and, (2) impact of seeking corrective feedback on student\u2019s subsequent attempt. In conformance with previous studies, we determine that students tend to overestimate their abilities. Data analysis also shows a significant difference infv students\u2019 feedback seeking behavior with respect to distinct confidence-outcome categories. Interestingly, feedback seeking was predicted by (student) response\u2019s outcome irrespective of its related confidence level, whereas, feedback reading time shows dependency on the confidence level. Our most important finding is that feedback seeking behavior shows a positive impact on students\u2019 confidence-outcome category in the next attempt. Different possibilities for utilizing these results for future work and supporting adaptation based on students\u2019 needs are discussed in the conclusions

Feasibility and value of using a GoPro camera and iPad to study teacher-student assessment feedback interactions

The importance of effective feedback for learning is widely recognised. However, much of the previous research on assessment feedback has paid limited attention to the nature of feedback interactions, and teacher and student perspectives. Innovations in technology have opened up possibilities to capture such interactions for research and professional development purposes. This study investigated the feasibility and value of using easily accessible equipment for practitioner use and research purposes. Specifically, the study focussed on use of a GoPro camera and an Apple iPad in capturing one-to-one teacher-student feedback interactions, and subsequent individual video-stimulated recall (VSR) for self-reflection. Six teacher-student pairs in three Australian secondary schools participated in the research. Evidence collected included technical data and characteristics of the devices, teacher and student experiences, and researchers’ experiences and reflections. While the iPad and GoPro were both useful for capturing interactions, the iPad was more useful and practicable for VSR interviews. Findings suggest that such technology has potential for use by teachers and students to improve reflection and feedback interaction, and thus to enhance student learning. The researchers identified several technical issues that occurred in a range of settings and make suggestions to overcome these issues

The role of feedback report characteristics and user professionalisation in using student monitoring systems for data-driven decision making

Various factors may influence the utilization and effects of feedback to teachers and schools on the progress of their students

Far from success – Far from feedback acceptance? The influence of game performance on young students’ willingness to accept critical constructive feedback during play

In a learning situation, feedback is of great importance in order to help a student to correct a possible misconception. However, previous research shows that many students tend to avoid feedback regarding failures, including critical constructive feedback (CCF) that is intended to support and guide them. This is especially true for lower-achieving students, who might perceive feedback as an ego-threat, and therefore protect themselves by neglecting it. However, it has been shown that such neglect can be suppressed by using teachable agents (TA’s). Another, but less studied factor that influences feedback acceptance is the degree or extent of failure when trying to solve a task. The present study explores if and how momentary performance levels influence middle school students’ willingness to accept CCF when playing an educational game in history – with or without a TA. On the basis of teacher assessments of the students’ general skills, data logs and analyses of sequential patterns, we concluded that the willingness to accept CCF differs between students, but also between conditions and situations. One major finding is that a TA supports the students to more readily embrace CCF, even if the effect is larger for lower-achieving students. Another finding is that indications of being far from succeeding, such as low success rates or repeated trials and revisions, have a negative impact on feedback acceptance, even if a TA mitigates some of this influence. The implications of these results are discussed in relation to meta-cognitive aspects of learning and to educational software design

基于环境参数模型的定电压MPPT控制算法研究

根据光伏电池模型和最大功率跟踪（MPPT）原理,提出了一种基于环境参数的最大功率工作点（MPP）电压模型,改进了固定电压跟踪法。该方法实现简单,可以快速稳定地找到MPP,解决了光伏电池跟踪效率和跟踪控制精度难以兼得的矛盾。实验证明,光伏电池环境参数模型演算合理,改进的固定电压跟踪法能快速准确地跟踪MPP,避免了扰动观察法带来的MPP附近振荡问题