Relevant bibliographies by topics / Project feedback

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Project feedback'

Author: Grafiati
Published: 3 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Project feedback"

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Majerčák, Jozef, Peter Majerčák, Anna Kurbatova, and Petr Kurenkov. "Employee Evaluation Project Using Feedback." Transport technic and technology 18, no. 2 (2022): 21–27. http://dx.doi.org/10.2478/ttt-2022-0007.

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Abstract At present, in business practice, we meet the requirements of the employer for employees to work better, faster and better in order to satisfy the customer as much as possible. It often happens that this requirement on the part of the employer is evaluated subjectively and then subsequently the presentation of the results of the employees’ work is not objective. Several methods can be used to improve the evaluation process, and in our case we used an evaluation system using a full-fledged feedback methodology.
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Birulya, M. "Feedback as a Tool for Effective Project Management: Significance, Methods of Utilization, and Practical Examples." Scientific Research and Development. Russian Journal of Project Management 13, no. 2 (2024): 14–22. http://dx.doi.org/10.12737/2587-6279-2024-13-2-14-22.

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This article analyzes the importance of feedback in Agile projects, emphasizing its role in improving management processes and motivating personnel. Methods of collecting feedback, such as surveys, meetings, and project data analysis, are discussed. Special attention is paid to practical aspects of giving and receiving feedback, including strategies for effective communication among project participants. Principles of transparency, openness, and respect are discussed in the context of the Agile approach, along with recommendations for developing authentic leadership and building trusting relat
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Indudewi, Febe Yuanita Ratna, and Lucky Cahyana Subadi. "Feedback Seeking Exploration Study on Entrepreneurial Project (Academic) Performance." Review of Management and Entrepreneurship 1, no. 2 (2018): 34–43. http://dx.doi.org/10.37715/rme.v1i2.607.

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In the era of competence, performance becomes highly appreciated for being an embodiment of selfcompetence.Increased competence and performance achievement is a process that involves the other party. Feedback seeking behaviour is assumed to be a variable that will affect the process of increasing competence and performance, especially in a learning process. This research aimed to see the correlation between feedbacks seeking behaviour to student’s academic performance. An effective feedback from their mentor can influence student’s academic performance in a positive way. A quantitative-descrip
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Ansah, Joseph Ampofo, and Christine Ampofo-Ansah. "The Causes of Low Success Rate of Public Sector Projects as Compared to the Private Sector In Ghana- The Study Area of Greater Accra Region." International Journal of Technology and Management Research 2, no. 2 (2020): 59–65. http://dx.doi.org/10.47127/ijtmr.v2i2.59.

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The issue of project failure is alarming in Ghana and this experience has persisted for a long time. However, some projects undertaken by private organizations are able to chalk successes more often. This study therefore examines the causes of low success rate of project completion in both the public and private sectors in Ghana, study area of Greater Accra Region. The research intends to analyze how the setting of project goals, project scope, project budget, monitoring and feedback, meeting stakeholders’ expectations and project management practice influence completion of projects in both pu
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Cheah, Sarah, and Shiyu Li. "The Effect of Structured Feedback on Performance: the Role of Attitude and Perceived Usefulness." Sustainability 12, no. 5 (2020): 2101. http://dx.doi.org/10.3390/su12052101.

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In higher education, university students need to be equipped with the necessary knowledge and skills for their future workplace. Companies provide opportunities for students to participate as trainee consultants in innovation-related projects as a form of experiential learning. We designed a quasi-experimental study to investigate how supervisors’ structured feedback can influence students’ learning and project performance. We recruited 28 business school final year undergraduates who formed teams of four students either by themselves or with the help of the school. We randomly assigned three
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Kang, Miri, Hyun Ju Lee, Yu-jin Shin, Eunseo Jeong, and Ki yong Byun. "Analysis of Changes in the BK21 Project using Policy Feedback Theory." Korea Society Of The Politics Of Education 30, no. 4 (2023): 111–41. http://dx.doi.org/10.52183/kspe.2023.30.4.111.

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The purpose of this study is to analyzes the formation and changes in the BK21 project using policy feedback theory, which assumes that policies at earlier stages influence policies at subsequent stages. The analysis revealed that the BK21 project concentrates resources on leading universities in the metropolitan area, science and technology specialized universities, and regional hub universities. This focus is determined through a quantitative assessment centered on the social construction of a “research-oriented university.” Furthermore, the study interprets this persistence as a result of r
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McLaughlin, Scott, and Maria Kapsali. "Feedback: A Practice Research Project on Moving(-)Listening with Sonic Feedback." Americas: A Hemispheric Music Journal 31, no. 1 (2022): 73–79. http://dx.doi.org/10.1353/ame.2022.a911971.

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Taylor, Amy M., and Cindy Blackwell. "Benchmarking the Kansas 4-H Judging System." Journal of Youth Development 4, no. 4 (2009): 100–110. http://dx.doi.org/10.5195/jyd.2009.245.

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This study investigated the methods and policies associated with 4-H project judging at the county level within the Kansas 4-H Program. Extension Agents surveyed about current 4-H judging processes indicated a variety of methods used. Data collected showed that 21.8% of the counties surveyed practiced some type of project judging without the 4-H member present. In regard to feedback received by the youth in non-livestock project judging, 64.1% of counties reported both verbal and written forms of feedback, with 25.6% receiving only verbal. In livestock project judging, 93.8% reported that yout
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Biglino, Giovanni, Anna Ledgard, Emily Blackburn, et al. "Strategies for evaluation of a multi-phased complex arts-and-health project." Wellcome Open Research 9 (January 8, 2024): 15. http://dx.doi.org/10.12688/wellcomeopenres.18334.1.

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Background: Different approaches and frameworks are available for those evaluating arts-and-health projects. We share our experience in devising, implementing and reflecting on the evaluation strategy of a complex arts-and-health project rooted in a deep participatory phase and culminating in an immersive nationally touring exhibition. Methods: The evaluation focused on different stakeholders (i.e. workshop participants, clinicians involved in the participatory phase, public audiences, the project team itself) using different approaches (i.e. group reflections, email feedback, 1:1 interviews,
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Harou, P. A. "Incorporating feedback mechanisms into forestry decision making." Canadian Journal of Forest Research 16, no. 3 (1986): 580–84. http://dx.doi.org/10.1139/x86-100.

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Systematic feedbacks between actual and estimated cash flows should allow forestry projects to be compared with abandonment alternatives. The forestry project monitoring circle and the alternative test are briefly described and applied to forestry investments. The use of periodic feedbacks together with the alternative test improve the expected profitability of the projects and decrease their "perceived" uncertainty or risk.
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Dissertations / Theses on the topic "Project feedback"

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Miller-Cornell, Carol Ann. "Error feedback in second language writing." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3396.

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This thesis follows five second language (L2) students in an introductory composition class at California State University, San Bernardino. The study investigates their perceptions and responses to grammatical coded feedback provided by their writing instructor. The results showed that students wanted, expected, appreciated and understood the coded feedback that was given to them.
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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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Ahlénius, Emma, and Lovisa Öst. "Att ge eller att inte ge : En studie om projektledares arbete med återkoppling." Thesis, Karlstads universitet, Handelshögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42919.

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Bakgrunden till vår uppsats är att återkoppling behövs som verktyg på en arbetsplats för att få medarbetare att trivas. Detta har i grund och botten anknytning till vårt behov av att känna oss accepterade och av att känna samhörighet. Forskning har visat att bekräftelse från omvärlden är en viktig del för individens självbild. Särskilt i en projektorganisation är återkoppling betydelsefullt, eftersom projektgrupper ofta består av nya konstellationer av människor som snabbt måste lära sig att samarbeta. Om ett bra arbete med återkoppling sker kan detta få positiva effekter på arbetsprestationer
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Hamilton, Ethan Elliot. "The efficacy of various methods of instruction to extrinsic feedback." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1623.

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This project has been designed to measure the efficacy of various methods of instruction in relation to extrinsic (external) feedback. Practicing correct movements (positive feedback) is thought to encourage learners to repeat beneficial patterns.
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Lin, Chien-Fang. "Promoting oral fluency for English learners using differentiated corrective feedback." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2921.

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The purpose of this project is to address the need from helping English learners to improve their oral expression. The research mainly focuses on oral expression stategies with which students can overcome their fear of speaking in public and be better understood in society. Sample curriculum/lesson plans included.
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Pham, Hieu Chi. "Effects of feedback, education, and work experience on self-efficacy." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2985.

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Examines the contextual effects of social persuasion (represented by self, client, peer and supervisor's feedback) and mastery experiences (represented by formal level of education and work experience) on specific self-efficacy outcomes and perceived advancement potential in a sample population of nurses at a Southern California hospital. Results of the study suggest that self, client, peer, and supervisor's feedback consistently predict significant self-efficacy outcomes.
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Al-Yazeedi, Fatema. "Applying computer-assisted assessment to auto-generating feedback on project proposals." Thesis, Brunel University, 2016. http://bura.brunel.ac.uk/handle/2438/13626.

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Through different learning portals, computer-assisted assessment (CAA) tools have improved considerably over the past few decades. In a CAA community, these tools are categorised into types of questions, types of testing, and types of assessment. Most of these provide the assessment of multiple-choice questions, true and false questions, or matching questions. Other CAA tools evaluate short and long essay questions, each of which different grading methods and techniques in terms of style and content have. However, due to the complexity involved in analysing free text writing, the development a
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Goodwin, Robert Donald. "Feedback in dynamic decision making : an experiment in software project management." Thesis, Monterey, California. Naval Postgraduate School, 1991. http://hdl.handle.net/10945/28213.

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Fogg, Richard John. "The effects of feedback and strategy on self-efficacy and computer task performance." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1023.

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Almqvist, Sandra. "The Da Vinci Project : - A theoretical approach to language learning." Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-21455.

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The English language could be considered to be a second language in Swedish society; it is present in more than just school, such as television, the world of computers and radio. The general field of interest for this study is an exchange between two schools, one located in Sweden and one in Italy, called the Da Vinci Project. The aim of the study is to get an insight into the effects on language development for the students participating in the project. The study focuses on exposure and error-feedback. The information was gathered using both interviews and questionnaires with students and tea
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Books on the topic "Project feedback"

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Camozzi, Anne. Feedback about the St. Mary's River Project. St. Mary's River Forestry-Wildlife Project, Canadian Institute of Forestry, c/o N.S. Dept. of Natural Resources, 1992.

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Goodwin, Robert Donald. Feedback in dynamic decision making: An experiment in software project management. Naval Postgraduate School, 1991.

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Boylan, Peter. Children's Voices Project: Feedback from children and young people about their experience and expectations of healthcare. Commission for Health Improvement, 2004.

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Educational Resources Information Center (U.S.), ed. Feedback in the NAEP achievement levels setting process. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 2000.

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Malawi Social Action Fund Project. MASAF public works projects-conditional cash transfer: Citizen feedback on performance and implementation of the Drought Response Program. Malawi Social Action Fund, 2006.

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Hung, Tam Kwok, and United States. National Aeronautics and Space Administration., eds. Annular suspension and pointing system with controlled DC electromagnets: ECE 485 senior design project report. National Aeronautics and Space Administration, 1993.

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Fund for the Development of Teaching and Learning. and Loughborough University Business School, eds. Student feedback systems: Teaching quality systems in business and management studies : the student interface : FDTL project. Business School, Loughborough University, 2001.

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United States. Government Accountability Office. Tax administration: Opportunities to improve compliance decisions and service to taxpayers through enhancements to appeals' feedback project : report to the Chairman and Ranking Minority Member, Committee on Finance, U.S. Senate. GAO, 2006.

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Pais, H. Poverty alleviation programmes: Feedback from Jhabua. National Labour Institute, 1986.

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Regional Workshop on Strengthening Postevaluation Feedback Systems (1995 Manila, Philippines). Postevaluation and feedback: Realities and challenges in the Asian and Pacific region : proceedings of the Regional Workshop on Strengthening Postevaluation Feedback Systems. Asian Development Bank, 1995.

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Book chapters on the topic "Project feedback"

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Raeesinejad, Niyousha, Yousef Mehrdad Bibalan, and Mohammad Moshirpour. "Conceptualization Through Feedback." In The Ignite Project. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-4804-6_2.

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Taylor, Peter. "Giving good feedback." In The Lazy Winning Project Manager. Routledge, 2024. http://dx.doi.org/10.4324/9781003506522-48.

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Libby, Alex. "Project: Leaving Review Feedback." In Introducing the HTML5 Web Speech API. Apress, 2020. http://dx.doi.org/10.1007/978-1-4842-5735-7_5.

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Mochal, Tom, and Jeff Mochal. "Give Performance Feedback Routinely." In Lessons in Project Management. Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3835-5_14.

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Taylor, Peter. "A project manager's tale of terminal feedback." In The Lazy Winning Project Manager. Routledge, 2024. http://dx.doi.org/10.4324/9781003506522-50.

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Raffo, David, and Joseph Vandeville. "Combining Process Feedback with Discrete Event Simulation Models to Support Software Project Management." In Software Evolution and Feedback. John Wiley & Sons, Ltd, 2006. http://dx.doi.org/10.1002/0470871822.ch21.

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Philip, Matthew, and Yoan Thirion. "From Project to Product." In Agile Processes in Software Engineering and Extreme Programming – Workshops. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88583-0_21.

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AbstractAs technical advances have enabled organizations to deliver software to the market faster, in turn shortening the feedback loop for new ideas and spurring innovation, legacy organizations need to update their mindset from a project-driven to a product-driven approach or risk being displaced by product-native organizations. This poster shows the high-level principles that represent our experience guiding organizations with a project-to-product approach.
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Ruer, Jacques. "Feedback from the Sabella Tidal Current Turbine Project." In Marine Renewable Energy Handbook. John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118603185.ch10.

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Dreyfus, Shoshana J., Sally Humphrey, Ahmar Mahboob, and J. R. Martin. "Negotiated Independent Construction: Feedback in the SLATE Project." In Genre Pedagogy in Higher Education. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-31000-2_11.

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Judge, Miriam. "Implementing the Daldis e-Assessment Project in Irish Schools." In Innovating Assessment and Feedback Design in Teacher Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003430537-8.

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Conference papers on the topic "Project feedback"

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Chen, Weirui, and Zheng Wang. "A feedforward/feedback pointing control policy for Leighton Chajnantor Telescope against wind disturbance and beam offset." In Modeling, Systems Engineering, and Project Management for Astronomy XI, edited by Scott Roberts and Sébastien E. Egner. SPIE, 2024. http://dx.doi.org/10.1117/12.3018189.

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Leiderman, Bea. "FEEDBACK AND ASSESSMENT IN PROJECT-BASED LEARNING: FROM MANAGEMENT TO METACOGNITION." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2347.

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Ball, Madelyn R., Oishi Sanyal, and Yuhe Tian. "Integration of Process Design and Intensification Learning via Combined Junior Course Project." In Foundations of Computer-Aided Process Design. PSE Press, 2024. http://dx.doi.org/10.69997/sct.187851.

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We present the implementation of combined junior course projects encompassing three core courses: reaction engineering, separations, and process simulation and design. The combined project aims to enhance the vertical integration of process design learning through all levels of the curriculum. We design the projects to utilize novel modular process technologies (e.g., membrane separation) and to emphasize new process design goals (e.g., sustainability, decarbonization). Two example projects, respectively on green methanol synthesis and ethylene oxide production, are showcased for project imple
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Peskov, Nikolai Yu, Ekaterina D. Egorova, Vladislav Yu Zaslavsky, et al. "Project of W-band Multigigawatt-Power Planar FEM Based on 3D Distributed Feedback." In 2024 IEEE 9th All-Russian Microwave Conference (RMC). IEEE, 2024. https://doi.org/10.1109/rmc62880.2024.10846816.

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Bi, Zhangqian, Yao Wan, Zheng Wang, et al. "Iterative Refinement of Project-Level Code Context for Precise Code Generation with Compiler Feedback." In Findings of the Association for Computational Linguistics ACL 2024. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.138.

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Anand, Bhojan, and Quek Long. "iReflect: Enhancing Reflective Learning with LLMs: A Study on Automated Feedback in Project Based Courses." In 17th International Conference on Computer Supported Education. SCITEPRESS - Science and Technology Publications, 2025. https://doi.org/10.5220/0013435800003932.

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Young, Owain, Peter Thomas, Frazer Pearce, et al. "The Millennium Gas Project." In THE MONSTER’S FIERY BREATH: FEEDBACK IN GALAXIES, GROUPS, AND CLUSTERS. AIP, 2009. http://dx.doi.org/10.1063/1.3293075.

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Poulova, Petra, and Ivana Simonova. "InterUniversity study project: Unsuccessful students' feedback." In 2014 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2014. http://dx.doi.org/10.1109/icl.2014.7017781.

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Švejdarová, Eva. "POWER OF FEEDBACK – AGILE PROJECT LEARNING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1002.

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Krishnan, Sivakumar. "Using Student-student Feedback to Improve Term Projects and Project Presentations." In Proceedings. Frontiers in Education. 36th Annual Conference. IEEE, 2006. http://dx.doi.org/10.1109/fie.2006.322423.

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Reports on the topic "Project feedback"

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Gaboune, Ania. Responsive Listening through Improved Feedback Mechanisms: End-of-project evaluation. Oxfam GB, 2019. http://dx.doi.org/10.21201/2019.5054.

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Benedict, James, Amy Clement, B. Medeiros, and S. Klein. Cloud-Feedback Model Intercomparison Project: Tier 2 Simulations (Final Report). Office of Scientific and Technical Information (OSTI), 2021. http://dx.doi.org/10.2172/1769119.

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Timmermans, Jeroen. PR-472-144505-R03 Development of Guidance on Subsea Launchers and Receivers. Pipeline Research Council International, Inc. (PRCI), 2016. http://dx.doi.org/10.55274/r0010871.

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In Phase 1 of this project, a complete catalog of existing launching and receiving systems was created and experience feedback from a broad industry group was gathered. The majority of the hazards identified from the Phase 1 feedback were related to the installation, operation, and environmental aspects of subsea pig launching/receiving activities. This document presents project Phase 3, which addresses the most commonly encountered hazards of these three areas by developing guidelines and best practices and by identifying new concepts to further improve subsea launching/receiving safety and r
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Ueyama, Masaki, Motoshi Kunugi, Toshiyuki Isshiki, Shumpei Miyajima, and Shin Uesaka. Impact evaluation of R&D support for SMEs and start-ups and its feedback on project management. Fteval - Platform for Research and Technology Policy Evaluation, 2019. http://dx.doi.org/10.22163/fteval.2019.335.

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Greene Nolan, Hillary, and Mai Chou Vang. Automated Essay Scoring in Middle School Writing: Understanding Key Predictors of Students’ Growth and Comparing Artificial Intelligence- and Teacher-Generated Scores and Feedback. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/187.

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Providing feedback to students in a sustainable way represents a perennial challenge for secondary teachers of writing. Employing artificial intelligence (AI) tools to give students personalized and immediate feedback holds great promise. Project Topeka offered middle school teachers pre-curated teaching materials, foundational texts and videos, essay prompts, and a platform for students to submit and revise essay drafts with AI-generated scores and feedback. We analyze AI-generated writing scores of 3,233 7th- and 8th-grade students in school year 2021-22 and find that students’ growth over t
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O’Brien, Tom, and Ben Olson. Equity in Learning Opportunities for Middle School Students: Connecting Communities and Transportation Through GIS. Mineta Transportation Institute, 2023. http://dx.doi.org/10.31979/mti.2023.2247.

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Geographic information systems (GIS) is part of an in-demand career skillset that can lead to safer streets in California communities. This project included a three-session bootcamp that introduced middle school students to transportation via GIS and gathered assessments on their awareness of transportation as a career pathway. The project built upon CSUTC TRANSPORTS’ Year 4 project, “K–12 Special Investigation Project: Mapping E-Commerce Locally and Beyond.” The bootcamp for this project was coordinated in partnership with Rio Hondo College, which provided the instructor and connection to the
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Fowler. L51754 Field Application of Electronic Gas Admission with Cylinder Pressure Feedback for LB Engines. Pipeline Research Council International, Inc. (PRCI), 1996. http://dx.doi.org/10.55274/r0010363.

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�The purpose of this project was to evaluate the performance of electronic fuel gas admission valves and effects of continuous automatic cylinder balancing of large bore natural gas engines under actual field conditions. These goals have already been met under laboratory conditions at the Colorado State University Engines and Energy Conversion Laboratory in Fort Collins. The specific project objectives were to:1. Extend the feasibility of electronic fuel gas admission valves where gas valve timing and duration are varied to optimize fuel control and charge mixing from the laboratory environmen
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Iwatani, Emi, Barbara Means, John Seylar, and Angela Hardy. Rubrics on Historical Thinking Skills for Assignments and Student Work: Initial Validity Evidence. Digital Promise, 2021. http://dx.doi.org/10.51388/20.500.12265/112.

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Digital Promise sought to create and validate two sets of Historical Thinking Skills rubrics for use in its evaluation of Gates Ventures’ World History Project (WHP) curriculum: one for evaluating teacher-assigned activities, and another for evaluating the student work those activities produced. Adopting a principled assessment development approach called Evidence Centered Design (Mislevy et al., 2003), the Digital Promise team began by conducting an academic literature review to inform rubric design, then piloted the draft rubrics to test their validity by having expert world history teachers
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Lee, Kenneth, Bill Bruce, and Melissa Gould. PR186-184507-R01 Guidance for Application of Higher Strength E8010 Electrodes for Root Pass Welding. Pipeline Research Council International, Inc. (PRCI), 2021. http://dx.doi.org/10.55274/r0011995.

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This Milestone Deliverable M02-T04 is draft guidance for the application of higher strength E8010 electrodes for root pass welding. The guidance discusses E8010 root pass weldability, operability, and productivity, and provides recommended applications and precautions for using E8010 electrodes for root pass welding. Subsequent Milestone Deliverable M02-T05 will be final guidance, based upon project team feedback to this draft.
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Preston, Kimberley, Julie Risien, and Nancy Staus. Authentic Research through Collaborative Learning (ARC-Learn) : Undergraduate Research Experiences in Data Rich Arctic Science. Oregon State University, 2024. http://dx.doi.org/10.5399/osu/1178.

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Abstract:
The Authentic Research through Collaborative Learning (ARC-Learn) team from the Oregon State University STEM Research Center and College of Earth, Ocean, and Atmospheric Sciences, in partnership with an expert advisory board, conducted a summative evaluation of the ARC-Learn program. This report shares an overview of project team activities and high-level findings from student and mentor feedback surveys, administered at multiple points throughout the program.
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