Directly after training, students who observed a modeling example referred to assessment criteria in their feedback significantly more often than students who practiced¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the direct feedback measure, the modeling example condition generated significantly more feedback referring to assessment criteria than the practice condition (Mdn 7.00 vs 5.00). → Floris M. van Blankenstein 2019

Evidence¶

Floris M. van Blankenstein 2019¶

Floris M. van Blankenstein, Gabriela-Olivia Truțescu, Roeland M. van der Rijst, Nadira Saab. (2019). Immediate and delayed effects of a modeling example on the application of principles of good feedback practice: a quasi-experimental study. Instructional Science. https://doi.org/10.1007/s11251-019-09482-5

q3 · i? · causal · r2

Mann–Whitney exact test on the direct measure compared assessment-criteria references between the modeling example and practice conditions. The modeling condition "generated significantly more feedback referring to assessment criteria", with medians of 7.00 versus 5.00.

"the modeling example condition generated significantly more feedback referring to assessment criteria than the practice condition (U = 413.00, z = 5.464, p < 0.0001, Mdn = 7.00 vs. Mdn = 5.00)"

Discussion¶

Related Claims¶

• Directly after training, students who observed a modeling example generated significantly more overall feedback than students who practiced giving feedback — related
• Directly after training, the modeling example condition produced significantly more positive and negative judgments than the practice condition, but did not differ on elaborations or feed-forward — related
• Self Assessment Accuracy Is Low Without Training — related