A Comparison of Teacher and Student Perspectives of Tasks and Feedback

1997 ◽  
Vol 16 (4) ◽  
pp. 388-400 ◽  
Author(s):  
Bonnie L. Tjeerdsma
Keyword(s):  
Student Performance ◽  
Task Difficulty ◽  
Sixth Grade ◽  
Sources Of Information ◽  
Stimulated Recall ◽  
Expected Performance ◽  
Sixth Grade Students ◽  
And Performance ◽  
Performance Perceptions ◽  
Stimulated Recall Interviews

The purpose of this study was to directly compare teacher and student expectations for task difficulty and performance, perceptions of actual task difficulty, perceptions of student performance and effort, and perceptions of teacher feedback. Stimulated recall interviews following a 14-lesson volleyball unit were conducted with 8 sixth-grade students and their physical education teacher. The results revealed little congruency between student and teacher perspectives of task difficulty or perceptions of student performance and effort. The students and the teacher agreed the most on expected performance level and the least on perceptions of effort. Such differences in perspectives may be partially explained by the sources of information used by the teacher and students to form their expectations and perceptions. There was somewhat higher agreement between the teacher and students on the purpose of and affective reactions to skill-related feedback.

Turking Statistics: Student-generated Surveys Increase Student Engagement and Performance

2017 ◽  
Vol 46 (1) ◽  
pp. 44-53 ◽  
Author(s):  
Cameron T. Whitley ◽  
Thomas Dietz
Keyword(s):  
Student Performance ◽  
Teaching Methods ◽  
Amazon Mechanical Turk ◽  
Traditional Teaching ◽  
Statistical Literacy ◽  
Traditional Teaching Methods ◽  
Teaching Statistics ◽  
And Performance ◽  
Performance Perceptions ◽  
Enhance Student Learning

Thirty years ago, Hubert M. Blalock Jr. published an article in Teaching Sociology about the importance of teaching statistics. We honor Blalock’s legacy by assessing how using Amazon Mechanical Turk (MTurk) in statistics classes can enhance student learning and increase statistical literacy among social science gradaute students. In addition, we assess whether using MTurk has an impact on student ability to make professional progress. We find that, compared to traditional teaching methods, using MTurk increased student performance, perceptions, and outcomes. In addition, using MTurk resulted in a measurable increase in statistical literacy. We recommend that instructors teaching statistics consider how MTurk or similar technologies can be used in their classrooms.

Effects of Verbal Corrections on Student Attitude and Performance

1998 ◽  
Vol 46 (4) ◽  
pp. 482-495 ◽  
Author(s):  
Robert A. Duke ◽  
Jacqueline C. Henninger
Keyword(s):  
Student Performance ◽  
Negative Feedback ◽  
Music Performance ◽  
Sixth Grade ◽  
Sesame Street ◽  
Performance Goal ◽  
Experimental Conditions ◽  
And Performance ◽  
Time Required ◽  
Corrective Information

The present study was designed to compare the effects of negative feedback statements and specific directives in music performance instruction. Twenty-five college undergraduates and 25 fifth- and sixth-grade students were taught by rote to play on soprano recorder an accompaniment part to the theme to Sesame Street. All subjects were taught in individual lessons by the same teacher. In approximately half the lessons at each age level, the teacher communicated corrective information through negative feedback statements. In the remaining lessons, the teacher communicated corrective information through specific directives. Results indicate that subjects' attitudes and performance achievement were unaffected by the experimental conditions. All subjects expressed positive attitudes about the experience, and the time required to reach the final performance goal and the quality of student performance were not different between the group receiving negative feedback and the group receiving directives.

scholarly journals Examining the Effect of Personal Classroom Friendships with Online Learning

2020 ◽  
Vol 2 (3) ◽  
pp. p61
Author(s):  
Alicia T. Lamere ◽  
Kristin Kennedy
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Learning Environments ◽  
Task Difficulty ◽  
Traditional Classroom ◽  
Online Course ◽  
Classroom Setting ◽  
Improve Student Performance ◽  
Level Of Difficulty ◽  
And Performance

Friendships within learning environments have been established as valuable aspects of supporting student success. The literature clearly shows that: 1) a student can achieve a better grade depending on how he/she perceives the task in terms of level of difficulty, and 2) a student can perceive the level of difficulty to be more or less difficult, depending on who is in the room with him/her during the task. If task difficulty can be linked to perceived friendships in the room, then fostering friendships in a classroom could play a crucial role to improving performance. As universities continue to embrace online formats, an important question becomes how can friendships be fostered to improve student performance? We surveyed students at Bryant University to study this question. The students had completed the same marketing course, in either a traditional classroom setting, or as an online course, taught by the same professor during the same semester. Students were asked about their perceptions of the course and performance, as well as their interaction with each other and the instructor. We found that this course was able to foster friendships, despite the format, and that students themselves perceived this as a component of their own success.

scholarly journals Exploring performance calibration in relation to better or worse than average effect in physical education

2018 ◽  
Vol 14 (3) ◽  
pp. 665-679 ◽  
Author(s):  
Athanasios Kolovelonis ◽  
Eleni Dimitriou
Keyword(s):  
Physical Education ◽  
Sixth Grade ◽  
Sport Performance ◽  
Average Effect ◽  
Average Performance ◽  
Self Regulated Learning ◽  
Accuracy Test ◽  
Sixth Grade Students ◽  
And Performance ◽  
Performance Results

The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education.

scholarly journals Relationen mellan lärares intentioner och deras respons till elever

2021 ◽  
pp. 81-113
Author(s):  
Andreia Balan ◽  
Anders Jönsson
Keyword(s):  
Student Learning ◽  
Mathematical Reasoning ◽  
Formative Feedback ◽  
Mathematical Methods ◽  
Grade Levels ◽  
Stimulated Recall ◽  
And Performance ◽  
Actual Response ◽  
Stimulated Recall Interviews ◽  
Learning And Performance

Formative feedback has the potential to support student learning and performance. However, teachers sometimes have difficulties realizing their intentions with formative feedback when responding to students’ questions or solutions. If the actual response provided does not agree with the teacher’s intentions, the formative potential may be diminished or lost. The purpose of this study is therefore to investigate whether teachers themselves are able to identify the correspondence between their stated intentions and their actual response to students. Four teachers participated in the study by responding to the mathematical reasoning performed by twelve students in grades 4-5 (the feedback situations were recorded) and then taking part in stimulated-recall interviews. The results show that the teachers were able to identify certain instances of correspondence, and/or differences, between their intentions and how they acted in the feedback situations. The differences identified by the teachers were justified based on the teachers’ individual beliefs – for instance, the belief that some mathematical methods belong to certain grade levels and should not be taught in advance – or on concerns about how the students would react.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

Emotional Experiences of Students in the Classroom

2010 ◽  
Vol 15 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Wondimu Ahmed ◽  
Greetje van der Werf ◽  
Alexander Minnaert
Keyword(s):  
Heart Rate ◽  
Emotional Response ◽  
Task Difficulty ◽  
Physiological Reactivity ◽  
Emotional Experiences ◽  
Heart Rate Monitoring ◽  
Coding Scheme ◽  
Stimulated Recall ◽  
Response Systems ◽  
The Relationship

In this article, we report on a multimethod qualitative study designed to explore the emotional experiences of students in the classroom setting. The purpose of the study was threefold: (1) to explore the correspondence among nonverbal expressions, subjective feelings, and physiological reactivity (heart rate changes) of students’ emotions in the classroom; (2) to examine the relationship between students’ emotions and their competence and value appraisals; and (3) to determine whether task difficulty matters in emotional experiences. We used multiple methods (nonverbal coding scheme, video stimulated recall interview, and heart rate monitoring) to acquire data on emotional experiences of six grade 7 students. Concurrent correspondence analyses of the emotional indices revealed that coherence between emotional response systems, although apparent, is not conclusive. The relationship between appraisals and emotions was evident, but the effect of task difficulty appears to be minimal.

Replication of the Superstition and Performance Study by

2014 ◽  
Vol 45 (3) ◽  
pp. 239-245 ◽  
Author(s):  
Robert J. Calin-Jageman ◽  
Tracy L. Caldwell
Keyword(s):  
Task Difficulty ◽  
Statistical Power ◽  
Meta Analysis ◽  
A Priori ◽  
Significant Heterogeneity ◽  
Performance Study ◽  
Improve Performance ◽  
Research Designs ◽  
Series Of Experiments ◽  
And Performance

A recent series of experiments suggests that fostering superstitions can substantially improve performance on a variety of motor and cognitive tasks ( Damisch, Stoberock, & Mussweiler, 2010 ). We conducted two high-powered and precise replications of one of these experiments, examining if telling participants they had a lucky golf ball could improve their performance on a 10-shot golf task relative to controls. We found that the effect of superstition on performance is elusive: Participants told they had a lucky ball performed almost identically to controls. Our failure to replicate the target study was not due to lack of impact, lack of statistical power, differences in task difficulty, nor differences in participant belief in luck. A meta-analysis indicates significant heterogeneity in the effect of superstition on performance. This could be due to an unknown moderator, but no effect was observed among the studies with the strongest research designs (e.g., high power, a priori sampling plan).

Sign in / Sign up

Export Citation Format

Share Document