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Journal articles on the topic 'Educational Feedback'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Cervantes-Quispe, Maria Del Carmen, Lenmy Stephanie Ochoa-Santos, Yuri Vanessa Conde-Beltran, Frey Elmer Chavez-Pinillos, and William Eduardo Mory Chiparra. "Educational Feedback in Teaching English." NeuroQuantology 20, no. 5 (2022): 575–81. http://dx.doi.org/10.14704/nq.2022.20.5.nq22211.

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The research aims to analyze and reflect on the theoretical corpus of educational feedback in the teaching of English carried out through publications registered in high-impact databases. It is part of the interpretive paradigm of literature analysis in relation to educational feedback. Consequently, the study has used the qualitative method with a hermeneutical design framed in the analysis reading of the writings published in articles in relation to feedback. The documentary analysis technique was used as criteria and indicator. Feedback has changed over time, adapting to new educational app

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McDonnell, Lorraine M. "Educational Accountability and Policy Feedback." Educational Policy 27, no. 2 (2012): 170–89. http://dx.doi.org/10.1177/0895904812465119.

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Murton, Claudia, Lucy Spowart, and Merryn Anderson. "How psychiatrists’ attitudes towards multi-source feedback including patient feedback influenced the educational value: a qualitative study." MedEdPublish 12 (February 3, 2022): 5. http://dx.doi.org/10.12688/mep.17531.1.

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Background: Multi-source feedback (MSF) is well-established in psychiatric training. However, evidence on the educational impact is not definitive and there is scanty evidence exploring its value for professional development of psychiatry trainees in the United Kingdom (UK). Evidence suggests the MSF tool currently used is not suitable for specialist trainees. This qualitative research project explored psychiatric doctors’ attitudes towards MSF with patient feedback, to determine how this influenced the feedback’s educational usefulness. Methods: A qualitative study using a phenomenological ap

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Wearne, Susan. "Effective feedback and the educational alliance." Medical Education 50, no. 9 (2016): 891–92. http://dx.doi.org/10.1111/medu.13110.

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5

Richardson, Helen C. "Educational feedback for trainers and trainees." BMJ 330, no. 7505 (2005): s250.2—s250. http://dx.doi.org/10.1136/bmj.330.7505.s250-a.

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Jansen-Osmann, Petra, Steffen Beirle, Stefanie Richter, Jürgen Konczak, and Karl-Theodor Kalveram. "Inverse Motorische Modelle bei Kindern und Erwachsenen:." Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 34, no. 3 (2002): 167–73. http://dx.doi.org/10.1026//0049-8637.34.3.167.

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Zusammenfassung. Neurobiologische Befunde zeigen, dass neuronal kodierte inverse Modelle der Biomechanik des Körpers die Basis menschlicher Bewegungssteuerung bilden. Diese Arbeit untersucht die Rolle visueller Information zur Präzisierung inverser motorischer Modelle bei Kindern und Erwachsenen. Je 8 neun- bzw. fünfjährige Kinder und 8 Erwachsene führten horizontale, zielgerichtete Unterarmbewegungen unter Variation visuellen Feedbacks durch (volles Feedback, partielles Feedback, kein Feedback). Die Bewegungen Erwachsener waren ungenauer, wenn das visuelle Feedback am Anfang und Ende der Bewe

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Sudyana, Aditya, Atina Putri, and Yusep Rosmansyah. "Feedback System in Educational Games: A Systematic Literature Review." Jurnal Pendidikan Indonesia 5, no. 7 (2024): 304–23. http://dx.doi.org/10.59141/japendi.v5i7.3059.

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The presence of a feedback system is a key factor in maintaining individuals' engagement in educational games. This system aims to enhance player motivation and active participation in educational games. In addition, the feedback system can improve the players' learning outcomes by augmenting their knowledge. Nevertheless, there remains a lack of comprehensive research in the field of feedback systems in educational games, leading to an inadequate comprehension of how to construct a proficient feedback system that can more effectively accomplish the objectives of educational games. The overvie

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Karakaya, Ozyer Kubra. "Navigating Feedback in Higher Education: Insights from University Students in Turkiye." Education Reform Journal 9, no. 2 (2024): 19–40. https://doi.org/10.5281/zenodo.14554571.

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This study aims to explore university students' experiences and preferences of feedback (types and delivery methods) during their higher education. The research design incorporates a survey combining quantitative and qualitative data to examine university students' feedback experiences and satisfaction. Conducted on 105 students at a state university in Eskisehir, Turkiye, the study employs descriptive statistics and a descriptive analysis to analyze the data, ensuring an authentic representation of feedback practices in higher education. Findings reveal varied feedback delivery methods and ty

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Tamilkodi, R., K. Valli Madhavi, Shrija Madhu, and B. Sujatha. "Academic feedback system automation for an educational organization." Journal of Engineering Education Transformations 36, S1 (2022): 141–47. http://dx.doi.org/10.16920/jeet/2022/v36is1/22185.

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For the educational improvements every college will require a student feedback system to assess the quality of the faculty members performance.This work focus on online feedback system to rate and analyse the faculty’s concert. This online feedback system reduces the arduous work of physially examining the feddback pages of each and very student.The system also reduces the lumber of efforts and encumber of observance and maintaining the records on maual basis,which occupies more place in the room to keep those records as well as difficult in maintaining those records.Drawback of the manual fee

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Singh, Kamakhya, Garima Patidar, and Divyansh Patidar. "Student Feedback System." International Journal of Information technology and Computer Engineering, no. 12 (November 30, 2021): 31–36. http://dx.doi.org/10.55529/ijitc.21.31.36.

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The Student Feedback System is a vital component of educational institutions, offering a structured framework for students to provide constructive input on their learning experiences. This system collects feedback on courses, instructors, and facilities. It features a user-friendly interface for students, secure data handling, and robust data analysis tools to derive actionable insights. The collected data aids in enhancing teaching methodologies, curriculum development, and overall educational quality. Implementing privacy safeguards, user authentication, and scalability ensures that the syst

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11

손혜숙. "University Writing Feedback Practices and educational effectiveness." Review of Korean Cultural Studies ll, no. 41 (2012): 417–46. http://dx.doi.org/10.17329/kcbook.2012..41.014.

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Behroozi, Behnam, and Amin Karimnia. "corrective feedback, educational context, Iranian EFL teachers." International Journal of Research in English Education 2, no. 2 (2017): 10–15. http://dx.doi.org/10.18869/acadpub.ijree.2.2.10.

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L., Coral, Theodore A., and L. A. R. Stein. "Guiding Principles for the Use of Feedback in Educational and Psychosocial Interventions." European Journal of Educational Research 13, no. 2 (2024): 651–63. http://dx.doi.org/10.12973/eu-jer.13.2.651.

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<p style="text-align: justify;">Psychosocial and educational intervention approaches employ diverse treatment frameworks, most of which involve delivering some form of feedback to participants about their behavior. General conceptions of feedback are well-known to underlie mainstream therapeutic and educational approaches. Recently emerging ‘smart’ approaches also rely on feedback principles. However, little scholarship is available to stitch together evolving strands of feedback principles and no literature characterizes explicitly the diverse landscape of feedback practices employed in

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Drago-Severson, Ellie, and Jessica Blum-DeStefano. "Building a developmental culture of feedback." Journal of Professional Capital and Community 3, no. 2 (2018): 62–78. http://dx.doi.org/10.1108/jpcc-06-2017-0016.

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Purpose This paper draws from more than 25 years of research with aspiring and practicing educational leaders to present six strategies for building a culture of feedback in schools, teams, districts, professional learning opportunities, and other educational settings. These strategies reflect key elements of the authors’ new, developmental approach to feedback. The paper aims to discuss these issues. Design/methodology/approach Through the lens of adult developmental theory, the authors highlight foundational learnings from open-ended survey research with 14 educational leaders about their ex

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Sylvester, Francesca, Nguyen-Thinh Le, and Surjo R. Soekadar. "How can an educational chatbot’s feedback influence human attention?" Research and Practice in Technology Enhanced Learning 19 (May 24, 2023): 007. http://dx.doi.org/10.58459/rptel.2024.19007.

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Educational chatbots have been shown to be useful assistants in computer-supported learning settings. However, how does feedback of an educational chatbot impact on the learner’s attention? Thus, this paper proposes a study to measure changes in human attention when learning by using an educational chatbot Liza that is intended to improve human reasoning ability. In total, 18 participants participated in the study and had a conversation with Liza. During the interaction with Liza, the attention of the study participants was measured using a mobile electroencephalogram (EEG) device. Three findi

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Chervinska, Inna, Maryna Vasylyk, Nila Neyko, and Andrii Chervinskyi. "INNOVATIVE APPROACHES TO THE USE OF FEEDBACK TECHNIQUES IN THE EDUCATIONAL PROCESS OF HIGHER EDUCATION INSTITUTIONS." Mountain School of Ukrainian Carpaty, no. 28 (April 25, 2023): 41–46. http://dx.doi.org/10.15330/msuc.2023.28.41-46.

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The authors formulate the essence of feedback, describe the organisational and didactic conditions for its effective provision in the educational process of a higher education institution. The authors propose to consider feedback in two aspects: as an option for establishing successful communication and interaction between the teacher and the higher education applicant, and as an option for effective feedback for assessing academic achievements and controlling the knowledge of higher education applicants. The article emphasises the recognition of the importance of the correct application of fe

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Kalimullina, Aliya. "Two-way Feedback with the Use of Digital Tools in the Classroom: Effect Size." Education and Self Development 18, no. 4 (2023): 91–105. http://dx.doi.org/10.26907/esd.18.4.08.

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The students' learning outcomes strongly correlate with the level of feedback in the educational process. However, the analysis of the educational practice shows that the feedback provided in the modern educational process is not perfect. The aim of this research was to identify the two-way feedback mechanism, which can be used in the classroom at the stage of consolidating the material, and to evaluate its effectiveness. The research used the following methods: literature analysis and study of teaching experience, which helped to identify the most effective way to provide feedback in the less

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18

Wu, Yong, and Christian D. Schunn. "From feedback to revisions: Effects of feedback features and perceptions." Contemporary Educational Psychology 60 (January 2020): 101826. http://dx.doi.org/10.1016/j.cedpsych.2019.101826.

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Ingram, John R., Elizabeth J. Anderson, and Lesley Pugsley. "Difficulty giving feedback on underperformance undermines the educational value of multi-source feedback." Medical Teacher 35, no. 10 (2013): 838–46. http://dx.doi.org/10.3109/0142159x.2013.804910.

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Yin, Jiaqi, Yi Zhu, Tiong-Thye Goh, Wen Wu, and Yi Hu. "Using Educational Chatbots with Metacognitive Feedback to Improve Science Learning." Applied Sciences 14, no. 20 (2024): 9345. http://dx.doi.org/10.3390/app14209345.

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Educational chatbots (ECs) can offer instructional feedback to enhance learning. However, the effect of metacognitive feedback on science education has not been fully explored. This study focuses on the effect of the EC with metacognitive feedback on students’ knowledge retention, transfer, and intrinsic motivation in the field of biology science. A between-group experimental design with 62 college students was conducted. Students in the experiment group received metacognitive feedback, whereas students in the control group received no feedback. The results of the ANCOVA test showed that stude

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Bulut, Okan, and Tarid Wongvorachan. "Feedback Generation through Artificial Intelligence." Open/Technology in Education, Society, and Scholarship Association Conference 2, no. 1 (2022): 1–9. http://dx.doi.org/10.18357/otessac.2022.2.1.125.

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Feedback is an essential part of the educational assessment that improves student learning. As education changes with the advancement of technology, educational assessment has also adapted to the advent of Artificial Intelligence (AI). Despite the increasing use of online assessments during the last decade, a limited number of studies have discussed the feedback generation process as implemented through AI. To address this gap, we propose a conceptual paper to organize and discuss the application of AI in the feedback generation and delivery processes. Among different branches of AI, Natural L

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Moroz, Alex, Jennifer Stone, Francis Lopez, Cynthia Racine, and Kristin Carmody. "Educator Feedback Skill Assessment: An Educational Survey Design Study." International Medical Education 1, no. 2 (2022): 97–105. http://dx.doi.org/10.3390/ime1020012.

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Background: Delivering impactful feedback is a skill that is difficult to measure. To date there is no generalizable assessment instrument which measures the quality of medical education feedback. The purpose of the present study was to create an instrument for measuring educator feedback skills. Methods: Building on pilot work, we refined an assessment instrument and addressed content and construct validity using expert validation (qualitative and quantitative). This was followed by cognitive interviews of faculty from several clinical departments, which were transcribed and analyzed using AT

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Mahajan, Rajiv. "Principles of effective educational feedback: A pictorial epilog." International Journal of Applied and Basic Medical Research 11, no. 1 (2021): 1. http://dx.doi.org/10.4103/ijabmr.ijabmr_757_20.

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Tuffley, David, and Amy Antonio. "Enhancing Educational Opportunities with Computer-Mediated Assessment Feedback." Future Internet 7, no. 3 (2015): 294–306. http://dx.doi.org/10.3390/fi7030294.

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Carvalho, Carolina, Dulce Martins, Lidia E. Santana, and Luis Feliciano. "Teacher Feedback: Educational Guidance in Different School Contexts." Procedia - Social and Behavioral Sciences 159 (December 2014): 219–23. http://dx.doi.org/10.1016/j.sbspro.2014.12.360.

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26

Gibbs, T., D. Brigden, and D. Hellenberg. "Feedback: The educational process of giving and receiving." South African Family Practice 48, no. 2 (2006): 5–6. http://dx.doi.org/10.1080/20786204.2006.10873330.

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Zackoff, Matthew W., Alisha George, Joseph Knadler, Ndidi Unaka, Sue Poynter, and Javier Gonzalez. "Optimizing Educational Experiences Through Real-Time Conference Feedback." Academic Pediatrics 16, no. 6 (2016): e27-e28. http://dx.doi.org/10.1016/j.acap.2016.05.064.

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Gao, Kai. "Presenting implicit relevance feedback in educational search engine." Computer Applications in Engineering Education 19, no. 2 (2011): 294–304. http://dx.doi.org/10.1002/cae.20311.

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Šeďová, Klára, and Roman Švaříček. "Feedback in educational communication in Czech secondary schools." Educational Assessment, Evaluation and Accountability 24, no. 3 (2012): 239–61. http://dx.doi.org/10.1007/s11092-012-9144-8.

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Amani U., Neema. "The Role of Feedback in Continuous Improvement in Schools." NEWPORT INTERNATIONAL JOURNAL OF CURRENT ISSUES IN ARTS AND MANAGEMENT 6, no. 1 (2025): 134–40. https://doi.org/10.59298/nijciam/2025/6.1.134140.

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Feedback is a critical component in fostering continuous improvement in schools, enhancing both teaching practices and student learning outcomes. This paper examines the role of feedback in educational settings, highlighting its importance in refining instructional strategies, improving student engagement, and ensuring accountability in performance assessment. Despite its recognized significance, challenges persist in effectively implementing feedback mechanisms due to issues such as student disengagement, ineffective feedback delivery, and the lack of clear tracking methods. Technological adv

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Zhang, Juan. "A Study on the Shaping of Students' Self-Efficacy by Teachers' Feedback Styles in the View of Educational Psychology." Journal of Education, Humanities and Social Sciences 46 (December 6, 2024): 167–74. https://doi.org/10.54097/nk22ce24.

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This study explores the shaping of students' self-efficacy by teachers' feedback styles from the perspective of educational psychology. The classification and characteristics of teachers' feedback styles are analyzed, including conversational descriptive feedback, different types of feedback, self-referential and other-referential feedback, and SHARP feedback method. The concept and importance of students' self-efficacy and the relevant theoretical foundations in educational psychology, such as Bandura's social cognitive theory and Locke's goal-setting theory, are described. The relationship b

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KUTASI, Reka. "FEEDBACK: UNVEILING ITS IMPACT AND ENHANCING ITS EFFECTIVENESS IN EDUCATION." Journal of Pedagogy - Revista de Pedagogie LXXI, no. 2 (2023): 7–32. http://dx.doi.org/10.26755/revped/2023.2/7.

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The information provided to students regarding their performance or comprehension of a particular task or idea is referred to as feedback in the educational context. It can be expressed in various ways, including through written feedback, conversational exchanges, grades, or assessments. Feedback’s primary goal is to help students reach their learning objectives by pointing out their strengths and recommending areas for development. Additionally, feedback encourages active learning, which raises student engagement. Students are motivated to review their assignments and make corrections when th

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Luarn, Pin, Chiao-Chieh Chen, and Yu-Ping Chiu. "The Influence of Gamification Elements in Educational Environments." International Journal of Game-Based Learning 13, no. 1 (2023): 1–12. http://dx.doi.org/10.4018/ijgbl.323446.

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The use of gamification might offer a partial solution to the decline in students' motivation and engagement the school system is currently facing. Specifically, this study aimed to examine whether gamification elements (perceived collaboration, perceived competition, favorable feedback, unfavorable feedback, self-expression, sense of control) contribute to intrinsic learning motivation. A survey method was used to gather the information from students, and regression analysis was used to examine these results. The results indicated that perceived collaboration, perceived competition, favorable

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Solovov, A. V., and A. A. Menshikova. "Models for the Design and Operation of Digital Educational Environments." Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, no. 1 (2021): 144–55. http://dx.doi.org/10.31992/0869-3617-2021-30-1-144-155.

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Many educational institutions, assessing their prospects, plan to develop distance educational services using their own electronic and information educational environments (EIEE). During creating and operating EIEE of educational institution (EI), a number of questions arise related to structural, marketing, personnel and other decisions. The purpose of this article is to research the organizational, technical and didactic aspects of the EIEE EI. The methodology of the research is based on methods of system analysis, cybernetics, pedagogical psychology and didacticism.A conceptual model of the

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Kwon, Yang-hyeon. "Research on College Writing Feedback Method Based on Metacognition." Korean Association for Literacy 15, no. 5 (2024): 277–308. http://dx.doi.org/10.37736/kjlr.2024.10.15.5.09.

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This study focused on a writing environment in which it is difficult to establish oneself in the infinite information generated by machines, and people are fascinated by writing that produces results relying on the convenience of artificial intelligence. As a result of operating feedback based on “metacognition” as an educational response plan, the following educational meaning was derived: Self-feedback via self-evaluation activates metacognitive strategies for monitoring and self-regulation. Peer feedback reinforces self-objectification in the process of reviewing others’ writings. Instructo

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Butenko, Ludmila. "The Phenomenon of Feedback in the Educational Process of Higher Education Institution: Explicit and Implicit Contexts." Education and Pedagogical Sciences, no. 2 (186) (2024): 24–37. http://dx.doi.org/10.12958/2227-2747-2024-2(186)-24-37.

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The article presents modern approaches of domestic and foreign scientists to determine the essence of feedback in education in general and in higher education in particular. Emphasis has been placed on the fact that the understanding of the essence of feedback in education differs significantly within behaviorist, cognitive, sociocultural approaches, the theory of social constructivism. Feedback in the educational process of higher education institutions has been considered as a process and result of the transmission and obtaining the information by the subjects of the educational process rega

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Al-Maroof, Rana Saeed, Noha Alnazzawi, Iman Akour, et al. "Students’ perception towards using electronic feedback after the pandemic: Post-acceptance study." International Journal of Data and Network Science 6, no. 4 (2022): 1233–48. http://dx.doi.org/10.5267/j.ijdns.2022.6.010.

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Recent studies on e-feedback have answered many questions concerning the effectiveness of e-feedback in educational and non-educational sectors. They stated clearly that e-feedback is efficient and practical. From both teachers’ and students’ perspectives, e-feedback has influenced their learning and teaching environment effectively. It is a good technique to personalize the learning strategies. Based on the previous assumption, this study aims at exploring the effectiveness of e-feedback in an educational environment taking into consideration the TAM model and the external factors of trustwor

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Helding, Lynn. "News They Can Use: Giving Effective Feedback." Journal of Singing 81, no. 3 (2024): 259–64. https://doi.org/10.53830/sing.00092.

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Abstract: Voice teachers are routinely called upon to evaluate singers in auditions and juries. Terms synonymously used for evaluation are both “assessment” and “feedback,” yet each are quite different; assessment is judgement, whereas feedback offers educational tools for growth. In this article, aspects of feedback from motor learning research are considered before turning to research in medical education, where feedback as a learning tool has been studied due to the life or death consequences of poor educational outcomes in the health professions. The article ends with evidence-based resour

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Halverson, Richard. "School Formative Feedback Systems." Peabody Journal of Education 85, no. 2 (2010): 130–46. http://dx.doi.org/10.1080/01619561003685270.

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Barton, Erin E., Kiersten Kinder, Amy M. Casey, and Kathleen M. Artman. "Finding Your Feedback Fit: Strategies for Designing and Delivering Performance Feedback Systems." Young Exceptional Children 14, no. 1 (2011): 29–46. http://dx.doi.org/10.1177/1096250610395459.

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Wu, Yong, and Christian D. Schunn. "When peers agree, do students listen? The central role of feedback quality and feedback frequency in determining uptake of feedback." Contemporary Educational Psychology 62 (July 2020): 101897. http://dx.doi.org/10.1016/j.cedpsych.2020.101897.

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Knutti, Reto, and Maria A. A. Rugenstein. "Feedbacks, climate sensitivity and the limits of linear models." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 373, no. 2054 (2015): 20150146. http://dx.doi.org/10.1098/rsta.2015.0146.

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The term ‘feedback’ is used ubiquitously in climate research, but implies varied meanings in different contexts. From a specific process that locally affects a quantity, to a formal framework that attempts to determine a global response to a forcing, researchers use this term to separate, simplify and quantify parts of the complex Earth system. We combine new model results with a historical and educational perspective to organize existing ideas around feedbacks and linear models. Our results suggest that the state- and forcing-dependency of feedbacks are probably not appreciated enough, and no

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Pourmandnia, Delaram, and Behnam Behfrouz. "Constructive-Feedback: An Educational District Forma Theory to Practice in ELF Teacher Education." International Letters of Social and Humanistic Sciences 41 (September 2014): 123–37. http://dx.doi.org/10.18052/www.scipress.com/ilshs.41.123.

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The aim of this study is to familiarize the readers with some key and basic issues about feedback which is an educational district these days, in a coherent and tangible manner. In this paper, through using relevant literature, issues such as teacher education, good language teaching constructive feedback, types of feedback and its effect on educational environment of language teachers are discussed.

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Ling, Ying-Leh, Abdul Ghani Kanesan Abdullah, and Fairuz Ismail. "Feedback Environment and Job Motivation among the Middle Leaders of Educational Organizations." Journal of Education and Training 3, no. 1 (2015): 90. http://dx.doi.org/10.5296/jet.v3i1.8415.

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<p>This study aims to identify the level of feedback environment and job motivation among the school middle leaders. Basically, the objective of this study is to determine whether is there any significant difference between feedback environment and job motivation with gender group in the study. Moreover, this study also identifies whether is there any relationship between feedback environment and job motivation. Therefore, 63 subject coordinators of fifteen secondary schools in South Kinta district which is located in Perak Darul Ridzuan, Malaysia had participated in this study. Data for

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Ashwani Goyal. "Harnessing Blockchain to Safeguard Educational Integrity: A Transparent Future for Learning." Advances in Nonlinear Variational Inequalities 28, no. 3s (2024): 554–72. https://doi.org/10.52783/anvi.v28.3124.

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This research paper explores the transformative potential of blockchain technology for educational integrity and transparency by presenting a feedback-oriented adaptive prototyping algorithm. Academic institutions face increasing challenges related to academic dishonesty. data security and identity verification. This requires a robust blockchain-based solution. Feedback-focused adaptive prototyping algorithms offer an open approach to developing non-user-centered educational models through iterative feedback loops from stakeholders. Relevant to students, educators, and administrators, a compar

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hakima, boulacheb. "Ways and indicators of ensuring the quality of the educational process in educational institutions." INTERNATIONAL JOURNAL OF EARLY CHILDHOOD SPECIAL EDUCATION 16, no. 1 (2024): 224–31. http://dx.doi.org/10.48047/intjecse/v16i1.27.

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Educational institutions, nowadays, are linked to the principles of quality and quality management, which in turn express the essence of education and upbringing, including all its dimensions of inputs, processes, outputs and feedback, as well as continuous interactions that lead to achieving the desired and necessary goals.

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Shahi, Min Bahadur, and Nathu Ram Chaudhary. "Exploring Feedback Mechanisms in Higher Educational Governance: Learning from a Case Study." Contemporary Research: An Interdisciplinary Academic Journal 7, no. 2 (2024): 174–95. http://dx.doi.org/10.3126/craiaj.v7i2.72166.

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Feedback mechanisms are critical elements of an institution's educational governance. This paper aims to explore the role of feedback mechanisms in the context of educational governance within the higher education system on campus. Utilizing a descriptive research design that incorporates a case study approach, the researchers identified four faculty members, and three non-teaching staff members as key informants, through purposive sampling. Additionally, 50 students from various programs across the three faculties and 42 corresponding guardians were selected as respondents using a random samp

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Kim, Youn-hee. "Balancing Feedback for Optimal Learning: Evaluative and Descriptive Methods in English Language Classrooms." Society of English Education in Korea 54 (June 30, 2024): 43–62. http://dx.doi.org/10.69822/kdps.2024.54.43.

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This study explores the impact of evaluative and descriptive feedback on student learning in English language classrooms. It distinguishes between the two feedback types—evaluative, which is further divided into rewarding and punishing, and descriptive, which focuses on specific performance aspects. The study is based on observations of classroom interactions and interviews with an English teacher who employs both feedback types to enhance student engagement and educational outcomes. Evaluative feedback in the study is shown to affect students' emotional responses and behavioral adjustments, w

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Zhang, Tianyun. "The Influence of Teacher Feedback on the Identity Construction of Chinese International Students." Lecture Notes in Education Psychology and Public Media 42, no. 1 (2024): 216–21. http://dx.doi.org/10.54254/2753-7048/42/20240846.

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This paper explores the dynamic interplay between teacher feedback and the identity-construction process of Chinese international students who experience different educational environments. Drawing on cultural, educational, and academic discourse socialization perspectives, the study examines how the distinctiveness of teacher feedback practices in different countries contributes to shaping the identities of Chinese students. Using a case study approach, the study selected two typical Chinese international students to be interviewed to understand Chinese students' experiences and perceptions o

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Voet, Michiel, Mario Gielen, Ruth Boelens, and Bram De Wever. "Using feedback requests to actively involve assessees in peer assessment: effects on the assessor’s feedback content and assessee’s agreement with feedback." European Journal of Psychology of Education 33, no. 1 (2017): 145–64. http://dx.doi.org/10.1007/s10212-017-0345-x.

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