Directly after training, students who observed a modeling example generated significantly more overall feedback than students who practiced giving feedback¶

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 overall than the practice condition (Mdn 13.00 vs 9.00). → 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

Quasi-experimental comparison of two lecture versions: students observed a teacher modeling feedback on good and bad presentation videos or practiced giving feedback themselves. Mann–Whitney exact tests on the direct measure showed "significantly more feedback overall" in the modeling condition, with medians of 13.00 versus 9.00.

"at T1 students in the modeling example condition (N = 47) generated significantly more feedback overall than students in the practice condition (N = 49, U = 656.00, z = 3.638, p < 0.0001, Mdn = 13.00 vs. Mdn = 9.00)"

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, 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