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Dissertations / Theses on the topic 'Educational Feedback'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Dancy, Isaac. "Educational hardware for feedback systems." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/33128.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.<br>Includes bibliographical references (p. 85-86).<br>This thesis explores a variety of educational feedback systems with an emphasis on developing them for in-class demonstrations and in-depth student projects. The nature of feedback systems means there is never a shortage of demonstrations or assignments that can truly capture the students' imagination and enthusiasm for class material. Unfortunately, it is sometimes the case that the feedback systems with the most potential f

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2

Gutierrez, Limary Trujillo. "Building Teacher Self-Efficacy through Administrator Feedback." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10827388.

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<p> The study explored current site principals’ feedback practices that support or hinder teachers’ implementation of feedback, and identified site principal’s practices that encourage or interfere with teacher’s self-efficacy. Using qualitative interviews with site principals and teachers from two different districts and three different school sites, the study analyzed two major leadership practices: (a) an administrator’s ability to communicate effectively with teachers before, during, and after the feedback process, and (b) an administrator’s use of emoti

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Griffith, Dana L. "Noncore Secondary Teachers' Lived Experience ofTKES Evaluative Feedback." Thesis, Piedmont College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746749.

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<p> The purpose of this study was to explore the noncore secondary teachers' lived experience with Georgia's Teacher Keys Effectiveness System (TKES) evaluative feedback. This descriptive phenomenological study examined Georgia's noncore teachers' use of evaluative feedback from TKES to inform and impact classroom effectiveness. The essence of the experience of receiving evaluative feedback is revealed through in depth interviews with 30 noncore secondary teachers from three districts in Georgia. </p><p> The findings in this study suggest that TKES evaluative feedback has the potential to su

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Karlsson, Betina, and Linda Jonsson. "Feedback - vägen till motivation? : Ett elevperspektiv på feedback i skolan." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68990.

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Syftet med denna uppsats är att undersöka vad feedback har för betydelse och funktion i undervisningssituationer sett ur ett elevperspektiv. I studien undersöks också om elevers motivation i skolarbetet kan påverkas av olika former av feedback och i fall det finns några fallgropar med de samma. Här behandlar en litteraturöversikt skolans styrdokument och lärarens ansvar utifrån flera olika perspektiv, samt tidigare forskning kring hur samspelet ser ut mellan tanke, känsla, behov och motiv i relation till elevens motivation. Studien utgår från en kvalitativ ansats innehållande kvalitativa inter

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Andersen, DeEtta Lorick. "Evaluative Feedback: How K-12 Teachers Respond." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2514.

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This sequential mixed methods study addressed the need for research that both described and explained how teachers of varying experience respond to administrative evaluative feedback. Formative evaluation theory of Scriven and professional growth models of Steffy and Fessler served as theoretical models for data analysis. An online survey asking teachers how they changed their practices and what accounted for their response was received from 270 teachers in 1 Midwestern state. Of these, 9 teachers of varying experience were interviewed. The quantitative data showed that most teachers do not ch

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Oldham, Seth. "Foreign language teachers’ perceptions of observational feedback." Kansas State University, 2016. http://hdl.handle.net/2097/32552.

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Master of Arts<br>Department of Modern Languages<br>Mary T. Copple<br>Though the subject of recent national attention and various in-depth investigations, the most effective approach to teacher evaluation in the United States is still an issue of debate. The latest research focuses on evaluation of teachers of core content areas like math, science and reading, but evaluation of foreign language teachers and programs receives comparatively little attention in the literature. This study examines issues related to observational feedback particular to the foreign language teaching context using da

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Wiese, Eliane. "Toward Sense Making with Grounded Feedback." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/628.

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In STEM domains, robust learning includes not only fluency with procedures, but also recognition and application of the conceptual principles that underlie them. Grounded feedback is one instructional approach proposed to help students integrate conceptual knowledge into their learning of procedures. Grounded feedback functions primarily by having students take an action in the target domain (often symbolic) and receiving feedback in a representation that is easier to reason with. This thesis defines grounded feedback and evaluates its effectiveness. I define grounded feedback with four charac

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McGinness, Hannah Tracy. "Optimising learner agency in feedback about performance: Influences on agentic feedback behaviour and an educational intervention to improve it." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29617.

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Background Feedback is central to learning, yet many medical learners are dissatisfied with feedback and its translation into learning is variable. Teacher-centred interventions to improve feedback have had limited success; targeting learner agency holds promise. Influences on agentic feedback behaviour are known but a theoretical framework is needed. Also required are evidence-based interventions to improve learner agency in feedback. This study explored influences on medical student feedback behaviour during clinical attachments and determined whether a feedback workshop could improve age

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Hannum, Matthew C. "Fault in our Feedback: Students' Experiences and Preferences Regarding Corrective Feedback." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461798867.

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Smith, James Arthur. "The intentional use of questions as a basis for educational feedback." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Little-Hunt, Catherine Cecchini. "Silent Policy Feedback Through School Choice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3949.

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Increasing numbers of Florida parents are withdrawing their children from traditional public schools in highly-rated school districts to enroll them in tuition-free, startup, charter schools. Since not all parents have equal access or are as equally motivated to elect school choice alternatives, the fiscal sustainability of the traditional public school system is at risk. Using Schattschneider's policy feedback process as a model, the purpose of this research was to gain an in depth understanding of the role policy perception plays on the decision-making process by parents. Data for this quali

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Dyar, Monette Lacaze. "Skill analysis of throwing to improve feedback." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1070.

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Reynolds, Morgan. "Facilitating and Enhancing Meaningful Feedback and Communication between Volunteer Teachers and Coordinating Supervisors." Thesis, University of California, Davis, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10789337.

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<p> Volunteer teachers have been a significant factor in the success of the Seminary and Institute of Religion program (S&I) within The Church of Jesus Christ of Latter-day Saints. With over 40,000 teachers and 600,000 students world-wide, the educational program of S&I relies on the effectiveness of its volunteer teachers. The volunteer teachers are trained and supported by S&I coordinators. S&I coordinators are expected to visit, in-service and provide feedback to the volunteer teachers. </p><p> The question of this study is: what are the impacts of implementing a structur

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Domanska, Karolina. "Feedback inom dansundervisning : en kvalitativ studie om danslärares förhållningsätt till och användning av feedback i undervisning." Thesis, Stockholms konstnärliga högskola, Institutionen för danspedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uniarts:diva-613.

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The aim of this study is to investigate how different approaches and methods for giving feedback can be articulated, problematized and discussed. Also, to produce a bigger knowledge about how feedback is used in a contemporary dance teaching context and to pay attention to feedback in dance teaching. The investigation is made by qualitative methods there three dance teachers have been interviewed and their answers were analyzed by disposing their answers in categories. The result of the study shows that teachers’ feedback can have different forms and their choices depends on several factors. T

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Reed, Terry L. Reed. "Traditional versus Electronic: A Study of Effective Feedback Methods." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1532477433299818.

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Bulgarov, Florin Adrian. "Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404562/.

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Recent advancements in machine learning have started to put their mark on educational technology. Technology is evolving fast and, as people adopt it, schools and universities must also keep up (nearly 70% of primary and secondary schools in the UK are now using tablets for various purposes). As these numbers are likely going to follow the same increasing trend, it is imperative for schools to adapt and benefit from the advantages offered by technology: real-time processing of data, availability of different resources through connectivity, efficiency, and many others. To this end, this work co

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Dinneen, Patricia Low. "Impact of Alumni Feedback on Faculty Member Attitudes about Course Design| A Multi-case Study." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10006468.

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<p> This study sought to address the challenge of interesting university professors in adopting more deliberate and integrated approaches to course design through a multi-case study of five professors in the liberal arts at a top-tier research university. Professors watched video-recorded interviews with five of their own past students who were graduates of the university. The researcher interviewed the professors before and after they viewed the alumni feedback. Professors were asked to reflect on what most surprised and concerned them in the interviews and if and how they were inclined or di

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Marberry, Jody A. "A Mixed-Methods Study of Middle School Students' Perceptions of Teacher Feedback and its Effects on Metacognition and Motivation." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427624.

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<p> The purpose of the study was to investigate middle school students' perceptions of teacher feedback, middle school teachers' perceptions of the same feedback, and the extent to which those perceptions matched. While research into feedback practices was rich, few studies investigated middle school students' perceptions and experience with feedback practices. The study aimed to address possible miscommunication between teachers and students which may negatively impact middle school students' learning trajectories. Middle school students and teachers from a Midwestern Independent school parti

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Åkesson, Ingrid. "Repeated testing with feedback enhances learning of educational material compared to re-study." Thesis, Umeå universitet, Institutionen för psykologi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-81735.

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Weinberg, Lisa Munson. "Parents' educational expectations for their young children SES, race/ethnicity and school feedback /." Tallahassee, Florida : Florida State University, 2009. http://etd.lib.fsu.edu/theses/available/etd-11092009-182202/.

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Thesis (Ph. D.)--Florida State University, 2009.<br>Advisor: John Reynolds, Florida State University, College of Social Sciences and Public Policy, Dept. of Sociology. Title and description from dissertation home page (viewed on Mar. 29, 2010). Document formatted into pages; contains xi, 78 pages. Includes bibliographical references.

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Paterson, Karina. "Good practice for formative assessment and feedback in statistics courses." Connect to e-thesis, 2008. http://theses.gla.ac.uk/623/.

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Thesis (MSc(R)) - University of Glasgow, 2008.<br>MSc(R) thesis submitted to the Faculty of Information and Mathematical Sciences, Department of Statistics, University of Glasgow, 2008. Includes bibliographical references. Print version als available.

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Motsenbocker, Pamela S. "A Comparative Analysis of Competency-Based versus Traditional Assessment with Respect to Academic Performance and Feedback Processes." Thesis, Concordia University Chicago, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10747435.

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<p> The purpose of this study was to compare the traditional grading and feedback systems used in most classrooms to a competency-based grading and feedback system. The traditional system used the familiar grading system of A, B, C, D and F applied to assignments. The competency model was based on providing students formative and summative feedback regarding their achievement toward proficiency of specific skills and concepts. </p><p> This quasi-experimental action research study had a control group and an intervention group comprised of general education and special education sixth grade s

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Donovan, Lauren Kimener. "Examining the Effect of Performance Feedback on Family Literacy Practices." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1491313944978423.

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Wickwire, Ann Jenkins. "The relationship between teacher verbal feedback, aptitude, and academic intrinsic motivation." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618837.

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The purpose of the study was to investigate the relationship between academic intrinsic motivation and positive teacher verbal feedback, negative teacher verbal feedback, and student aptitude for academic work. The research questions evolved from the Cognitive Evaluation Theory of Edward Deci (Deci & Ryan, 1985) in which intrinsic motivation develops out of a sense of competence and self-determination. In that teacher verbal feedback to students provide messages about academic competence, it was hypothesized that positive verbal feedback would enhance intrinsic motivation and negative verbal f

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Regos, Zamorano Debora Buchaim. "Communicative feedback and its influence on leadership in a rural school setting." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Hammitt, Chad S. "Using cognitive task analysis to capture how expert principals conduct informal classroom walk-throughs and provide feedback to teachers." Thesis, University of Southern California, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680853.

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<p> Informal classroom walk-throughs conducted by school principals with feedback provided to teachers has been demonstrated to improve learning achievement in kindergarten through twelfth grade (K-12) education. Principals are often trained by experts to conduct these walk-throughs. Unfortunately, research shows that experts may omit up to 70% of the critical information needed by trainees to replicate their expertise. The purpose of this study was to capture the knowledge and skills expert K-12 principals use when they conduct informal classroom walk-throughs and provide feedback to teachers

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Karim, Michael N. "Electronic Monitoring and Self-Regulation| Effects of Monitoring Purpose on Goal State, Feedback Perceptions, and Learning." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687652.

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<p> In order to remain effective in an increasingly digital workplace, many organizations have shifted towards the automatic and electronic collection of employee performance data. For example, employees completing computer-based training may be monitored to collect objective performance information for either developmental or administrative purposes. Though this allows for more objective employee feedback and evaluation, little remains known about the effect of pervasive electronic monitoring on key self-regulatory processes which underlie learning. This study was designed with this gap in mi

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Alansari, Iman Sadek Zainy. "Integrating student self-assessment and feedback in e-learning applications : a proposed educational model." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4447.

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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 b

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Alansari, Iman S. Z. "Integrating student self-assessment and feedback in e-learning applications. A proposed educational model." Thesis, University of Bradford, 2009. http://hdl.handle.net/10454/4447.

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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 removin

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Wiegand, Samantha N. "The Effectiveness of a Story-mapping Intervention with and without Performance Feedback in Improving Student Writing." Thesis, Southern Illinois University at Edwardsville, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276107.

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<p> The current study assesses the use of a story-mapping intervention, both with and without performance feedback, in addressing student writing deficits. Three, make, elementary-aged participants were subjected to baseline, story-mapping, and story-mapping with performance feedback conditions in an adapted alternating treatments design.</p><p>

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Ernst, Jasmine Renee. "The Effect of Classroom Context on Head Start Teacher Feedback." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/2079.

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The Classroom Assessment Scoring System (CLASS, LaParo, Pianta, & Stuhlman, 2004) assesses quality of teacher social and instructional interactions with children, and classroom management and productivity. Prior research indicated low quality of feedback scores in programs serving low-income children (Early et al., 2005). The purpose of this study was to compare the quantity and quality of managing interaction utterances (i.e. a type of feedback) provided by Head Start teachers (N = 8) in two classroom contexts. Video-recorded book-reading and 20-minute center-time sessions in the fall and spr

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Marrs, Sarah A. "Development of the Student Perceptions of Writing Feedback Scale." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4404.

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Students’ perceptions of feedback can impact other writing constructs, such as motivation, self-efficacy, self-regulation, and achievement (Ekholm, Zumbrunn, & Conklin, 2015; Magno & Amarles, 2011; Zumbrunn, Marrs, & Mewborn, 2016; Zumbrunn, 2013). The goal of this study was to develop a valid and reliable instrument for measuring students’ perceptions of writing feedback. Evidence for validity and reliability were gathered throughout the development of the Student Perceptions of Writing Feedback (PoWF) Scale, a self-report questionnaire that asks students how they perceive feedback they get

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Stallwood, James. "An artificial intelligence framework for feedback and assessment mechanisms in educational Simulations and Serious Games." Thesis, University of Southampton, 2015. https://eprints.soton.ac.uk/394643/.

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Simulations and Serious Games are powerful e-learning tools that can be designed to provide learning opportunities that stimulate their participants. To achieve this goal, the design of Simulations and Serious Games will often include some balance of three factors: motivation, engagement, and flow. Whilst many frameworks and approaches for Simulation and Serious Game design do provide the means for addressing a combination of these factors to some degree, few address how those factors might be affected by the presence of an out-of-game tutor. It is the position of some researchers that the pre

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Barrow, Devon. "Assessing the Impact of Positive Feedback in Constraint-based Tutors." Thesis, University of Canterbury. Computer Science and Software Engineering, 2008. http://hdl.handle.net/10092/1244.

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Across many domains, Intelligent Tutoring Systems (ITSs) are used to facilitate practice, providing a customized learning environment and personal tutoring experience for students to learn at their own pace through effective student modeling and feedback. Most current ITSs are built around cognitive learning theories including Ohlsson's theory on learning from performance errors and Anderson's ACT theories of skill acquisition which focus primarily on providing negative feedback or corrective feedback, facilitating learning by correcting errors. Research into the behavior and methods used by e

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Lemley, Duane C. "Delayed Versus Immediate Feedback in an Independent Study High School Setting." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1154.pdf.

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Radford, Brian W. "The Effect of Formative Assessments on Teaching and Learning." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3497.pdf.

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Nyland, Robert Scott. "Using Transaction-Level Data in Online Assessment." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6437.

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This article format dissertation explores the benefits of using detailed forms of assessment to enable feedback in educational contexts, and includes three separate, yet related articles. In the first article, I reviewed the current state of educational research in using online learning tools that collect detailed data regarding student learning. The article examined the type of data being collected, the way that these data are processed, and how the results are presented to instructors and students as feedback. In the second article, I describe a special case of these detailed forms of ass

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Browning, Samuel Frank. "Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6659.

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Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch lacks a formative feedback tool to inform students and teachers of a student's progress in coding ability. Dr. Scratch was built to fill this need. This study seeks to answer if using Dr. Scratch as a formative feedback tool accelerates the students' progress in coding ability and Computational Thinking (CT). Forty-one 4th-6th grade students participated in a 1-hour/week Scratch workshop for nine weeks. We measured pre- and posttest results of th

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Atkisson, Michael Alton. "Utility of Feedback Given by Students During Courses." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6701.

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This two-article dissertation summarizes the end-of-course survey and formative feedback literatures, as well as proposes actionability as a useful construct in the analysis of feedback from students captured in real-time during their courses. The present inquiry grew out of my work as the founder of DropThought Education, a Division of DropThought. DropThought Education was a student feedback system that helped instructional designers, instructors, and educational systems to use feedback from students to improve learning and student experience. To find out whether the DropThought style of fee

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Chatman, Tiffany LaShawn. "A Study of Teacher and Administrator Perceptions of the Impact of Feedback on Teacher Instructional Practices in Reading." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898758.

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Effective reading instruction is paramount to the success of students in school and well into adulthood. Students that read below grade in third grade are more likely to drop out of high school and earn less income as adults. Teacher effectiveness is critical in helping to close these ongoing gaps with regards to reading. Teacher quality is very important to student achievement and as a result, teacher evaluation processes have become essential in determining and retaining quality teachers. Additionally, teachers’ and administrator’s perceptions of evaluations, particularly, perceptions of

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Montes, Lorena de Godoi. "Feedback: na prática a teoria é outra?" Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20251.

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Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-21T11:38:24Z No. of bitstreams: 1 Lorena de Godoi Montes.pdf: 3679786 bytes, checksum: c4d7075534f86630ad53467e2bf3f01b (MD5)<br>Made available in DSpace on 2017-07-21T11:38:24Z (GMT). No. of bitstreams: 1 Lorena de Godoi Montes.pdf: 3679786 bytes, checksum: c4d7075534f86630ad53467e2bf3f01b (MD5) Previous issue date: 2017-06-29<br>The formative assessment is one of the most important pedagogical instruments available and one of the tools used is feedback, which is based on scientific grounds. In view of this, the following hy

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Nolan, Catherine E. "Build Rapport, Inspire Feedback, Celebrate Success, and Exceed Results (BICE)| A Leadership Program to Increase Administrative Support and Retention of Beginning Secondary Teachers." Thesis, Concordia University Irvine, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10749003.

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<p> The purpose of this study was to analyze and evaluate the effects administrative support has on beginning secondary teachers in the state of California. The application of a four-level leadership program, BICE, on secondary school campuses provided beginning secondary teachers support and confidence in their roles as effective educators. The BICE leadership program incorporated a four-level sequential cycle to build rapport, increase feedback, celebrate success, and exceed results for beginning secondary teachers. Administrators used the four levels to reframe their role as leaders at thei

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Stewart, LaQuanta Watson. "THE EFFECTS OF FUNCTIONAL BEHAVIOR ASSESSMENT TEACHER TRAINING AND PERFORMANCE FEEDBACK: KNOWLEDGE, ACCURACY, AND ACCEPTABILITY AND THEIR ABILITY TO ACCURATELY COMPLETE FBA PROCEDURES." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11022009-121954/.

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Functional behavior assessment refers to the broad range of behavioral assessment methods used to identify or clarify the purpose or maintaining contingencies of problem behavior in order to design and implement function-based interventions designed to reduce the occurrence of the problem behavior and teach appropriate replacement skills. FBAs are required in the educational setting for students whose problem behavior is displayed to such a significant level that their learning or the learning of their peers is impacted. As such, previous researchers have conducted trainings on FBA for school-

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Lawrence, Jason William. "Crane Oscillation Control: Nonlinear Elements and Educational Improvements." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07072006-175615/.

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Thesis (Ph. D.)--Mechanical Engineering, Georgia Institute of Technology, 2007.<br>William Singhose, Committee Chair ; Steven Danyluk, Committee Member ; Donna Llewellyn, Committee Member ; Nader Sadegh, Committee Member ; Neil Singer, Committee Member.

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Chapman, John Shadrack. "Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6605.

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In order to improve the feedback an intelligent tutoring system provides, the grading engine needs to do more than simply indicate whether a student gives a correct answer or not. Good feedback must provide actionable information with diagnostic value. This means the grading system must be able to determine what knowledge gap or misconception may have caused the student to answer a question incorrectly. This research evaluated the quality of a rules-based grading engine in an automated online homework system by comparing grading engine scores with manually graded scores. The research sough

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Bloxham, Kristy T. "Using Formative Student Feedback: A Continuous Quality Improvement Approach for Online Course Development." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/801.

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The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and in

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Radford, Brian W. "The Effect of Formative Assessments on Language Performance." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3978.

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This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was s

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Lu, Shirley Suet-Ning. "Design of dynamically controlled desktop fiber accumulator with tension feedback as part of smart manufacturing educational kit." Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/127125.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, May, 2020<br>Cataloged from the official PDF of thesis.<br>Includes bibliographical references (pages 106-107).<br>In the age of automation and computation, smart manufacturing is being adopted by manufacturing industries because its data-rich approach enables production of higher-quality goods at reduced costs. However, there is an associated learning curve for operators and manufacturing professionals to transition from the use of simply automated machines, since the 1970s, to the smart, interconnected

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Muftuler, Mine. "Effects Of Verbal Feedback And Self-evaluation On Learning Fundamental Basketball Skills." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606682/index.pdf.

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ABSTRACT EFFECTS OF VERBAL FEEDBACK AND SELF-EVALUATION ON LEARNING FUNDAMENTAL BASKETBALL SKILLS M&uuml<br>ft&uuml<br>ler, Mine M.S., Department of Physical Education and Sports Supervisor: Assist. Prof. Dr. Sadettin Kirazci September 2005, 82 pages The study investigated the effects of verbal feedback in KP forms and self-evaluation on learning two fundamental basketball skills, dribbling and lay-up, which were novel to the participants (N = 75) who were 4th &ndash<br>and 5th &ndash<br>grade level students in a public elementary school. The students were assigned to one of four differen

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Sullivan, Ford Deborah D. "Effects of Feedback from Learner Engagement and Learner Satisfaction on the Instructional Design of Online and Hybrid Courses at the Community College Level." Thesis, Trident University International, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10934160.

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<p> The purpose of this study is to evaluate the effects of incorporating feedback from learner engagement and learner satisfaction into the instructional design of online and hybrid courses at the community college level. Kolb’s Experiential Learning Theory and experiential learning cycle provided the theoretical framework. This mixed methodology study explores whether significant relationships exist between instructor assessments/feedback, learner engagement and learner satisfaction in the online and hybrid learning environments based on the quality of instructional design. A convenien

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