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.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
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.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5, 7–75.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience and school. Washington, DC: National Academy.
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.
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.
Cooper, J. O., Heron, T. E., & Heward, W. L. (1987). Applied behavior analysis (2nd ed.). Upper Saddle River, N.J.: Pearson Education Inc.
Davies, P. (2002). Using student reflective self-assessment for awarding degree classifications. Innovations in Education and Teaching International, 39, 307–319.
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/.
Ellis, N. J., & Loughland, T. (2017). “Where to next?” Examining feedback received by teacher education students. Issues in Educational Research, 27, 51–63.
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of Educational Research, 83, 70–120.
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.
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.
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.
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.
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.
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.
Huxham, M. (2007). Fast and effective feedback: Are model answers the answer? Assessment & Evaluation in Higher Education, 32, 601–611.
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.
Kreiner, D. S. (2006). A mastery-based approach to teaching statistics online. International Journal of Instructional Media, 33, 73–80.
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.
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.
Liaupsin, C., Scott, T., & Nelson, M. (2000). Functional assessment videos. Longmon, CO: Voyager Sopris Learning.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
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.
Story, N. O., & Sullivan, H. J. (1986). Factors that influence continuing motivation. Journal of Educational Research, 80, 86–92.
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.
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.
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.
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.
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.
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.
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.
Author information
Authors and Affiliations
Corresponding author
Ethics declarations
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.
Additional information
Publisher's Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Appendices
Appendix 1
Example of one of two answer keys used by the teacher to provide feedback in the teacher condition and given to the participant in the self-evaluation/self-reflection condition.
Video 1: Shane Answer Key
-
1.
Construct a behavioral definition of Shane’s non-compliance behavior. (1 point)
Shane’s non-compliance behavior: any episode of not correctly responding to a teacher delivered request within 3 s; not answering teacher question within 3 s
One episode is non-compliance to each instruction or request by the teacher, even if it is presented repeatedly, counts as an occurrence.
-
2.
Indicate the aspect of behavior to measure. (0.5 point)
Frequency of the non-compliance behavior: how many times Shane showed the non-compliance behavior described above.
-
3.
Detail the measurement system you plan to use to record the behavior and state why you selected it. (0.5 point)
Continuous recording–frequency recording method, since the behavior is discrete, at low rate, and within a short duration.
-
4.
Observe and record the behavior independently. (1 point)
Shane showed 11 times of non-compliance behavior during the observation.
A
B
C
I
N
D
Teacher—“Take out your math books. Turn to page 47 please. Look at problem number 1”
Everyone takes out their math book except Shane. He continues to doodle on paper
Teacher—“Shane, would you take out your math book and turn to page 47?”
x
Teacher—“Shane, would you take out your math book and turn to page 47?”
Shane slams math book on his test but does not open it. Continues doodling
Teacher—“Shane, would you work that problem for me?”
x
Teacher—“Shane, would you work that problem for me?”
Shane ignores the teacher
x
Teacher—“Nice work. Problem two. Shane?”
Shane (in a very upset tone)—“I don’t even know what page we are on!”
Teacher—“We are on page 47. Why don’t you have a seat in the back of the room?”
x
Teacher—“We are on page 47. Why don’t you have a seat in the back of the room?”
Shane loudly moves to the back of the room with just his doodle paper
Teacher—“With your math book.”
x
Teacher—“With your math book.”
Shane loudly gets his math book and slams it on the desk
x
Teacher—“Who would like to work problem two?”
Girl volunteers and goes to the board. Shane watches
x
Teacher—“Is that correct, Shane?”
Shane immediately puts his head down and ignores the question
Teacher—“Shane, is that correct? HEY, we are not going to go on until you answer me! Is it correct?”
x
Teacher—“Shane, is that correct? HEY, we are not going to go on until you answer me! Is it correct?”
Shane ignores him
Teacher takes Shane’s pencil
x
Teacher takes Shane’s pencil
Shane—“I’m not playing your stupid game!” Shane gets up and knocks the desk over
Teacher—“Excuse me! I need you to have a seat!” Teacher grabs Shane’s arm
x
Teacher—“Excuse me! I need you to have a seat!” Teacher grabs Shane’s arm
Shane pulls away and goes toward the door
x
Teacher—“SHANE! Don’t walk away from me! Shane!”
Shane leaves
x
-
5.
Calculate an appropriate Interobserver Reliability (IOR) score. (0.5 point)
$${\text{IOR}} = {\text{smaller}}\,{\text{number}}/{\text{larger}}\,{\text{number}} \times 100$$$$10/11 \times 100 = 90.91\%$$ -
6.
Evaluate the adequacy of the IOR score based on your data. (0.5 point)
If the IOR >/= 80%, it is acceptable.
-
7.
If the IOR score is inadequate, then state why and redo. (0.5 point)
Poor definition; poor training, motivation; observer drift
-
8.
State why Shane’s non-compliance behavior is occurring and explain why you think so. (0.5 point)
Negative reinforcement or escape conditioning, since tasks are removed following demands.
Also accept positive reinforcement if recognition of how the teacher provided immediate reaction to his non-compliance.
Appendix 2
Self-Reflection Questions
Please review the answer keys, summarize your performance in a deliberate and thoughtful manner, and answer the following questions to self-reflect your performance in order to guide your future learning. Areas for future improvement need to be considered.
-
1.
Based on the results of the assignment, what did you do well?
-
2.
What skills do you still need to develop?
-
3.
What have you learned during the process of this assignment which may contribute to your professional growth?
-
4.
Based on what you know and can do, how will you apply this self-reflection to guide your improvement in the specific area(s)?
Rights and permissions
About this article
Cite this article
Desrochers, M., Zhang, J., Caron, S. et al. An Experimental Comparison of the Effect of Teacher Versus Self-Evaluation/Self-Reflection Feedback on College Students’ Behavioral Observation Skills. J Behav Educ 28, 258–274 (2019). https://doi.org/10.1007/s10864-018-09313-6
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10864-018-09313-6