Matching Items (3)
Filtering by
- All Subjects: Feedback
- All Subjects: Blended Instruction Classes
- All Subjects: education technology
- Creators: Connor, Carol M.
- Member of: Theses and Dissertations
Description
Described is a study investigating the feasibility and predictive value of the Teacher Feedback Coding System, a novel observational measure of teachers’ feedback provided to students in third grade classrooms. This measure assessed individual feedback events across three domains: feedback type, level of specificity and affect of the teacher. Exploratory and confirmatory factor analysis revealed five factors indicating separate types of feedback: positive and negative academic-informative feedback, positive and negative behavioral-informative feedback, and an overall factor representing supportive feedback. Multilevel models revealed direct relations between teachers’ negative academic-informative feedback and students’ spring math achievement, as well as between teachers’ negative behavioral-informative feedback and students’ behavior patterns. Additionally, a fall math-by-feedback interaction was detected in the case of teachers’ positive academic-informative feedback; students who began the year struggling in math benefitted from more of this type of feedback. Finally, teachers’ feedback was investigated as a potential mediator in a previously established relation between teachers’ self-reported depressive symptoms and the observed quality of the classroom environment. Partial mediation was detected in the case of teachers’ positive academic-informative feedback, such that this type of feedback was accountable for a portion of the variance observed in the relation between teachers’ depressive symptoms and the quality of the classroom environment.
ContributorsMcLean, Leigh Ellen (Author) / Connor, Carol M. (Thesis advisor) / Lemery, Kathryn (Committee member) / Doane, Leah (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2015
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017
Description
This study explores the impact of feedback and feedforward and personality on computer-mediated behavior change. The impact of the effects were studied using subjects who entered information relevant to their diet and exercise into an online tool. Subjects were divided into four experimental groups: those receiving only feedback, those receiving only feedforward, those receiving both, and those receiving none. Results were analyzed using regression analysis. Results indicate that both feedforward and feedback impact behavior change and that individuals with individuals ranking low in conscientiousness experienced behavior change equivalent to that of individuals with high conscientiousness in the presence of feedforward and/or feedback.
ContributorsMcCreless, Tamuchin (Author) / St. Louis, Robert (Thesis advisor) / St. Louis, Robert D. (Committee member) / Goul, Kenneth M (Committee member) / Shao, Benjamin B (Committee member) / Arizona State University (Publisher)
Created2012