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¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the direct measure, the modeling example condition generated significantly more positive judgments (Mdn 7.00 vs 4.00) and negative judgments (Mdn 2.00 vs 1.00) than the practice condition. → Floris M. van Blankenstein 2019 q3 i? On the direct measure, the amount of feed-forward and number of elaborations did not differ significantly between the two conditions. → Floris M. van Blankenstein 2019 (2)

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 tests on the direct measure compared judgment counts between conditions. The modeling condition "generated significantly more positive judgments" and negative judgments, with medians of 7.00 vs 4.00 and 2.00 vs 1.00 respectively.

"at T1 the modeling example condition generated significantly more positive judgments (U = 584.00, z = 4.187, p < 0.0001, Mdn = 7.00 vs. Mdn = 4.00) and negative judgments (U = 673.00, z = 3.591, p < 0.0001, Mdn = 2.00 vs. Mdn = 1.00) than the practice condition"

Floris M. van Blankenstein 2019 (2)¶

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 tests on the direct measure found no significant condition differences for feed-forward (p = 0.585) or elaborations (p = 0.190); equivalence was not tested. The authors suggest emulating elaborations and feed-forward "may be more difficult" or a floor effect from limited time.

"The amount of feedforward (U = 1079.00, z = 0.551, p = 0.585) and number of elaborations (U = 977.00, z = 1.316, p = 0.190) did not differ significantly between the two conditions"

Discussion¶

Related Claims¶

• Directly after training, students who observed a modeling example referred to assessment criteria in their feedback significantly more often than students who practiced — related
• Directly after training, students who observed a modeling example generated significantly more overall feedback than students who practiced giving feedback — related