Advertisement

An Experimental Comparison of the Effect of Teacher Versus Self-Evaluation/Self-Reflection Feedback on College Students’ Behavioral Observation Skills

  • Marcie DesrochersEmail author
  • Jie Zhang
  • Stacey Caron
  • Jenna Steinmiller
Original Paper

Abstract

An experimental investigation of the effectiveness of two types of feedback on college students’ acquisition of behavioral observation skills was conducted. Special education and psychology students completed two training assignments involving behavioral observations of students engaging in problem behavior. Depending on the condition to which they were randomly assigned, participants experienced either teacher or self-evaluation/self-reflection feedback immediately after each assignment was completed. Participants in the teacher feedback condition scored higher on the post-training assignments and viewed it more positively than those in the self-evaluation/self-reflection condition. Additional research is needed to identify the relevant variables contributing to effective teacher feedback since it is a frequent component of instructional situations.

Keywords

Feedback Behavioral observation Teacher Self-evaluation Self-reflection 

Notes

Compliance with Ethical Standards

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

References

  1. Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete edition). New York: Longman.Google Scholar
  2. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–75.CrossRefGoogle Scholar
  3. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academy.Google Scholar
  4. Brock, M. E., Cannella-Malone, H. I., Seaman, R. L., Andzik, N. R., Schaefer, J. M., Page, E. J., et al. (2017). Findings across practitioner training studies in special education: A comprehensive review and meta-analysis. Exceptional Children, 84, 7–26.  https://doi.org/10.1177/0014402917698008.CrossRefGoogle Scholar
  5. Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. H. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: Sage.CrossRefGoogle Scholar
  6. Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis (2nd ed.). Upper Saddle River, N.J.: Pearson Education Inc.Google Scholar
  7. Davies, P. (2002). Using student reflective self-assessment for awarding degree classifications. Innovations in Education and Teaching International, 39, 307–319.CrossRefGoogle Scholar
  8. Desrochers, M. & Fallon, M. (2014). Instruction in functional assessment. Open SUNY Textbook. Retrieved December 6, 2018, from http://textbooks.opensuny.org/instruction-in-functional-assessment/.
  9. Ellis, N. J., & Loughland, T. (2017). “Where to next?” Examining feedback received by teacher education students. Issues in Educational Research, 27, 51–63.Google Scholar
  10. Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83, 70–120.CrossRefGoogle Scholar
  11. Finn, B., Thomas, R., & Rawson, K. A. (2017). Learning more from feedback: Elaborating feedback with examples enhances concept learning. Learning and Instruction, 54, 104–113.  https://doi.org/10.1016/j.learninstruc.2017.08.007.CrossRefGoogle Scholar
  12. Gibbs, J. C., & Taylor, J. D. (2016). Comparing student self-assessment to individualized instructor feedback. Active Learning in Higher Education, 17, 111–123.  https://doi.org/10.1177/14697416627466.CrossRefGoogle Scholar
  13. Griesbaum, J., & Gortz, M. (2010). Using feedback to enhance collaborative learning: An exploratory study concerning the added value of self- and peer-assessment by first-year students in a blended learning lecture. International Journal on E-Learning, 9, 481–503.Google Scholar
  14. Hattie, J. A., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Science of Learning, 1, 16013.  https://doi.org/10.1038/npjscilearn.2016.13.CrossRefGoogle Scholar
  15. Hattie, J. C., & Yates, G. R. (2014). Using feedback to promote learning. In V. A. Benassi, C. E. Overson, C. M. Hakala, V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.), Applying science of learning in education: Infusing psychological science into the curriculum (pp. 45–58). Washington, DC: Society for the Teaching of Psychology.Google Scholar
  16. Higgins, R., Hartley, P., & Skelton, A. (2002). The conscientious consumer: Reconsidering the role of assessment feedback in student learning. Studies in Higher Education, 27, 53–64.  https://doi.org/10.1080/03075070120099368.CrossRefGoogle Scholar
  17. Huxham, M. (2007). Fast and effective feedback: Are model answers the answer? Assessment & Evaluation in Higher Education, 32, 601–611.CrossRefGoogle Scholar
  18. Komaki, J., Heinzmann, A. T., & Lawson, L. (1980). Effect of training and feedback: Component analysis of a behavioral safety program. Journal of Applied Psychology, 65, 261–270.CrossRefGoogle Scholar
  19. Kreiner, D. S. (2006). A mastery-based approach to teaching statistics online. International Journal of Instructional Media, 33, 73–80.Google Scholar
  20. LaBrot, Z. C., Radley, K. C., Dart, E., Moore, J., & Cavell, H. J. (2018). A component analysis of behavioral skills training for effective instruction delivery. Journal of Family Psychotherapy, 29, 122–141.  https://doi.org/10.1080/08975353.2017.1368813.CrossRefGoogle Scholar
  21. Larreamendy-Joerns, J., Leinhardt, G., & Corredor, J. (2005). Six online statistics courses: Examination and review. The American Statistician, 59, 240–251.  https://doi.org/10.1198/000313005X54162.CrossRefGoogle Scholar
  22. Liaupsin, C., Scott, T., & Nelson, M. (2000). Functional assessment videos. Longmon, CO: Voyager Sopris Learning.Google Scholar
  23. Liu, E. Z. F., Lin, S. S. J., & Yuan, S. M. (2002). Alternatives to instructor assessment: A case study of comparing self and peer assessment with instructor assessment under a networked innovative assessment procedures. International Journal of Instructional Media, 29, 395–404.Google Scholar
  24. Luck, K. M., Lerman, D. C., Wu, W. L., Dupuis, D. L., & Hussein, L. A. (2018). A comparison of written, vocal, and video feedback when training teachers. Journal of Behavioral Education, 27, 124–144.  https://doi.org/10.1007/s10864-017-9279-2.CrossRefGoogle Scholar
  25. Mangiapanello, K. A., & Hemmes, N. S. (2015). An analysis of feedback from a behavior analytic perspective. The Behavior Analyst, 38, 51–75.  https://doi.org/10.1007/s40614-014-0026-x.CrossRefGoogle Scholar
  26. McFarland, L., Saunders, R., & Allen, S. (2009). Reflective practice and self-evaluation in learning positive guidance: Experiences of early childhood practicum students. Early Childhood Education Journal, 36, 505–511.  https://doi.org/10.1007/s10643-009-0315-2.CrossRefGoogle Scholar
  27. Mory, E. H. (2004). Feedback research revisited. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 745–783). Mahwah, N. J.: Lawrence Erlbaum.Google Scholar
  28. Olina, Z., & Sullivan, H. J. (2004). Student self-evaluation, teacher evaluation, and learner performance. Educational Technology Research and Development, 52, 5–22. http://www.jstor.org/stable/30220387.
  29. Orsmond, P., Merry, S., & Reiling, K. (2005). Biology students’ utilization of tutors’ formative feedback: A qualitative interview study. Assessment & Evaluation in Higher Education, 30, 369–386.  https://doi.org/10.1080/02602930500099177.CrossRefGoogle Scholar
  30. Ozogul, G., Olina, Z., & Sullivan, H. (2008). Teacher, self and peer evaluation of lesson plans written by preservice teachers. Education Technology Research & Development, 56, 181–201.  https://doi.org/10.1007/s11423-006-9012-7.CrossRefGoogle Scholar
  31. Ozogul, G., & Sullivan, H. (2009). Student performance and attitudes under formative evaluation by teacher, self and peer evaluators. Educational Technology Research and Development, 57, 393–410.  https://doi.org/10.1007/s11423-007-9052-7.CrossRefGoogle Scholar
  32. Panadero, E., Brown, G. L., & Strijbos, J. W. (2015). The future of student self-assessment: A review of known unknowns and potential directions. Educational Psychology Review, 28, 803–830.  https://doi.org/10.1007/s10648-015-9350-2.CrossRefGoogle Scholar
  33. Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment & Evaluation in Higher Education, 35, 277–289.  https://doi.org/10.1080/02602930903541007.CrossRefGoogle Scholar
  34. Randall, L., & Zundel, P. (2012). Students’ perceptions of the effectiveness of assessment feedback as a learning tool in an introductory problem-solving course. The Canadian Journal for the Scholarship of Teaching and Learning, 3, Art. 3. http://dx.doi.org/10.5206/cjsotl-rcacea.2012.1.3.
  35. Ruegg, R. (2015). The relative effects of peer and teacher feedback on improvement in EFL students’ writing ability. Linguistics and Education, 29, 73–82.  https://doi.org/10.1016/j.linged.2014.12.001.CrossRefGoogle Scholar
  36. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.CrossRefGoogle Scholar
  37. Schelfhout, W., Dochy, F., & Janssens, S. (2004). The use of self, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context. Assessment & Evaluation in Higher Education, 29, 177–201.  https://doi.org/10.1080/0260293042000188465.CrossRefGoogle Scholar
  38. Story, N. O., & Sullivan, H. J. (1986). Factors that influence continuing motivation. Journal of Educational Research, 80, 86–92.CrossRefGoogle Scholar
  39. Thompson, T., Symons, F. J., & Felce, D. (2000). Principles of behavioral observation: Assumptions and strategies. In T. Thompson, D. Felce, & F. J. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities. Baltimore, MA: Paul H. Brookes Publishing Co.Google Scholar
  40. van de Ridder, J. M., McGaghie, W. C., Stokking, K. M., & Cate, O. J. (2015). Variables that affect the process and outcome of feedback, relevant for medical training: A meta-review. Medical Education, 49, 658–673.  https://doi.org/10.1111/medu.12744.CrossRefGoogle Scholar
  41. van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2017). Fostering oral presentation performance: Does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor? Assessment & Evaluation in Higher Education, 42, 953–966.  https://doi.org/10.1080/02602938.2016.1212984.CrossRefGoogle Scholar
  42. Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42, 1247–1262.  https://doi.org/10.1080/02602938.2016.1260091.CrossRefGoogle Scholar
  43. Zhang, Z. (1995). Investigating teachers’ self-perceived assessment practices and assessment competencies on the Assessment Practices Inventory. Unpublished doctoral dissertation. Tuscaloosa, AL: The University of Alabama.Google Scholar
  44. Zhao, H. (2010). Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15, 3–17.  https://doi.org/10.1016/j.asw.2010.01.002.CrossRefGoogle Scholar
  45. Zimbardi, K., Colthorpe, K., Dekker, A., Engstrom, C., Bugarcic, A., Worthy, P., et al. (2017). Are they using my feedback? The extent of students’ feedback use has a large impact on subsequent academic performance. Assessment & Evaluation in Higher Education, 42, 625–644.  https://doi.org/10.1080/02602938.2016.1174187.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of PsychologyThe College at Brockport - State University of New York (SUNY)BrockportUSA
  2. 2.Department of Education and Human DevelopmentThe College at Brockport State University of New YorkBrockportUSA
  3. 3.Psychology DepartmentLa Salle UniversityPhiladelphiaUSA

Personalised recommendations