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Abstract One of the most important measures to stimulate individual performance is feedback, whose effectiveness highly depends on underlying feedback characteristics. Although an extensive body of research has stressed its import...
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Abstract One of the most important measures to stimulate individual performance is feedback, whose effectiveness highly depends on underlying feedback characteristics. Although an extensive body of research has stressed its importance, a conclusive overall picture on feedback characteristics effects is missing. However, synthesized knowledge is important when one is willing to implement feedback systems to effectively influence recipients' reactions. To address this issue, we organize and summarize the findings regarding the main effects of feedback source, feedback timing, and feedback valence as well as regarding their interactions with the source, message, task, and recipients' individual characteristics from different disciplines. Based on an analysis of 64 empirical articles, we show that main effects have been considered very context-specific and are often inconsistent, while the occurrence of certain source, message, task, and individual characteristics even inverts the generally assumed main relationships. Based on an extract of our findings, we provide specific research propositions and offer avenues for future research, which will be of value for researchers and feedback-providing practitioners.
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This study investigated the interaction effect between specificity (specific vs. global) and frequency of feedback (frequent vs. infrequent) on the quality of work performance. Eighty participants were recruited and randomly assig...
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This study investigated the interaction effect between specificity (specific vs. global) and frequency of feedback (frequent vs. infrequent) on the quality of work performance. Eighty participants were recruited and randomly assigned to one of the four groups: specific and frequent feedback, global and frequent feedback, specific and infrequent feedback, and global and infrequent feedback. A 2 x 2 factorial design was adopted. Participants were asked to work on a simulated order-fulfilling task and attended 24 sessions. The dependent variable was the error rate of the completed tasks. The results showed that more frequent feedback was more effective and specific feedback was more effective than global feedback in improving the quality of performance. Furthermore, an interactive effect between feedback frequency and specificity was found. Specific feedback was more effective than global feedback when the feedback was infrequent, but global feedback was comparable to specific feedback when it was frequent.
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This intrinsic case study investigated English as a foreign language (EFL) medical students' preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year firs...
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This intrinsic case study investigated English as a foreign language (EFL) medical students' preferences for and perceptions of teacher written corrective feedback (WCF) on their academic writing. Chinese-speaking second-year first-semester undergraduate medicine majors (n = 71) enrolled in an academic EFL "reading to write" course at a university in northern Taiwan were recruited as participants. Qualitative content analysis, as well as some descriptive statistics, was used to investigate data gathered from participants' responses to an open- and closed-ended questionnaire. The questionnaire enquired about their preferences for and perceptions of teacher WCF relating to writing structure, writing content, and writing mechanics. Qualitative content analysis of two in-depth semi-structured interviews with the English teacher uncovered why the participants preferred certain WCF types and perceived them as helpful. Questionnaire data revealed that students showed a preference for WCF relating to writing structure over content and mechanics, and direct feedback over indirect feedback for both writing content and structure. Compared to writing structure and writing content, the examples given by students of the most (n = 25) and least helpful (n = 14) feedback were predominantly related to writing mechanics. The interview transcript data underscored the influencing factors of EFL medical students' preferences and the perceived benefits and challenges related to feedback. These findings suggest that writing teachers should consider the specialized preferences of particular learner groups (e.g., EFL medical school students) prior to administering feedback.
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Feedback is an important and effective tool for changing employee behavior. While feedback is generally considered effective, characteristics of its delivery can impact the degree to which it changes behavior. One characteristic t...
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Feedback is an important and effective tool for changing employee behavior. While feedback is generally considered effective, characteristics of its delivery can impact the degree to which it changes behavior. One characteristic that has received increased attention is sequence of positive and constructive comments. While the feedback sandwich (positive - constructive - positive) is commonly used, this sequence has come under recent criticism. The present study compares two sequences of post-session feedback (sandwich, constructive-positive) and a within-session feedback control while training participants to implement a simple behavioral assessment. Within-session feedback produced the highest implementation fidelity during the initial role play, but there were no significant differences by the third and final role-play. There was also no difference in training satisfaction or feedback satisfaction across conditions. Taken together, these findings suggest that sequence of positive and constructive comments may not significantly alter the effectiveness of feedback in the context of training a new skill in an analog setting when multiple practice sessions are utilized.
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The effectiveness of performance feedback depends on many factors, including accuracy and repeated delivery over time. Previous research has suggested that requiring the delivery of performance feedback may result in less accurate...
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The effectiveness of performance feedback depends on many factors, including accuracy and repeated delivery over time. Previous research has suggested that requiring the delivery of performance feedback may result in less accurate observations and feedback during subsequent observations. The current study evaluated whether different reactions (i.e., positive, neutral, or negative) to feedback would affect the accuracy of subsequent observations or the delivery of feedback. Forty-five participants were assigned to 1 of 3 reactions groups and they were instructed to observe and record the safety performance of a confederate during a baseline condition. Following 2 baseline sessions, participants were instructed to deliver feedback and the confederate reacted to the feedback according to the assigned condition for 4 sessions. Results provide evidence that positive reactions maintain observation accuracy and the provision of feedback, while both neutral and negative reactions decrease observation accuracy and result in frequent omission of feedback.
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Performance feedback is ubiquitous in Organizational Behavior Management (OBM); yet its essential components are still debated. It has been assumed that performance feedback must be accurate, but this assumption has not been well ...
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Performance feedback is ubiquitous in Organizational Behavior Management (OBM); yet its essential components are still debated. It has been assumed that performance feedback must be accurate, but this assumption has not been well established. Two experiments were carried out to research feedback accuracy. Experiment 1 was a single-subject design where performance feedback accuracy was manipulated. Results from Experiment 1 suggested feedback may not need to be accurate to improve performance prompting a follow-up study. Experiment 2 was a repeated measures between-groups design with three types of objective feedback: accurate, high (triple) and low (1/3) inaccurate, and no feedback control. Both accurate and tripled feedback significantly improved performance over the control and low-inaccurate feedback groups. Performance feedback may have reduced time off-task across all three feedback conditions compared to the control. Data from performance feedback research need multi-faceted analysis to fully understand how and why performance feedback changes behavior.
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OBJECTIVES: To determine the degree of practical clinical skills' retention over a 7-week period after receiving either video-enhanced direct expert feedback (DEF) or asynchronous unsupervised video-enhanced feedback (UVF).
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Purpose - The purpose of this paper is to overview the state of research on feedback and aspects of feedback that have been under-researched in the scholarly literature, particularly involving the theme of quality of the feedback....
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Purpose - The purpose of this paper is to overview the state of research on feedback and aspects of feedback that have been under-researched in the scholarly literature, particularly involving the theme of quality of the feedback. The paper seeks to draw on the existing literature, to develop a conceptual framework that identifies important aspects associated with quality of feedback that the articles in this special issue uniquely address. Design/methodology/approach - This is a conceptual article that presents the results of an analysis of the feedback research literature and offers an abbreviated overview of it. It also develops a conceptual model that illustrates the complexity of the feedback process and identifies gaps that exist in the literature which the contributions of this special issue address. Findings - The provision of feedback is critical to individuals' learning and performance improvement in the context of their work. Coupled with the provision of feedback is the importance and need for high quality feedback. The quality of feedback and factors that influence it are the central themes of this issue. Originality/value - This paper introduces this special issue on "Perceptions of quality of feedback in organizations: characteristics, determinants, outcomes of feedback, and possibilities for improvement" by overviewing the concepts associated with feedback and feedback seeking and developing a conceptual model that highlights the complexity of the feedback process. It also identifies existing gaps in the knowledge base that the contributions within this special issue address.
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A peer-review system that automatically evaluates and provides formative feedback on free-text feedback comments of students was iteratively designed and evaluated in college and high-school classrooms. Classroom assignments requi...
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A peer-review system that automatically evaluates and provides formative feedback on free-text feedback comments of students was iteratively designed and evaluated in college and high-school classrooms. Classroom assignments required students to write paper drafts and submit them to a peer-review system. When student peers later submitted feedback comments on the papers to the system, Natural Language Processing was used to automatically evaluate peer feedback quality with respect to localization (i.e., pinpointing the source of the comment in the paper being reviewed). These evaluations in turn triggered immediate formative feedback by the system, which was designed to increase peer feedback localization whenever a feedback submission was predicted to have a ratio of localized comments less than a threshold. System feedback was dynamically generated based on the results of localization prediction. Reviewers could choose to either revise their feedback comments to address the system’s feedback or could ignore the feedback. Our analysis of data from system logs demonstrates that our peer feedback localization prediction model triggered the formative feedback with high precision, particularly when peer feedback comments were written by college students. Our findings also show that although students often incorrectly disagree with the system’s feedback, when they do revise their peer feedback comments, the system feedback was successful in increasing peer feedback localization (although the sample size was low). Finally, while most peer comments were revised immediately after the system feedback, the desired revision behavior also occurred further after such system feedback.
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Radiative feedback is normally discussed in terms of the change of broadband flux. Yet it has an intrinsic dimension of spectrum. A set of longwave (LW) spectral radiative kernels (SRKs) is constructed and validated in a similar w...
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Radiative feedback is normally discussed in terms of the change of broadband flux. Yet it has an intrinsic dimension of spectrum. A set of longwave (LW) spectral radiative kernels (SRKs) is constructed and validated in a similar way as the broadband radiative kernel. The LW broadband feedback derived using this SRK are consistent with those from the broadband radiative kernels. As an application, the SRK is applied to 12 general circulation models (GCMs) from the Coupled Model Intercomparison Project Phase 3 and 12 GCMs from the Coupled Model Intercomparison Project Phase 5 simulations to derive the spectrally resolved Planck, lapse rate, and LW water vapor feedback. The spectral details of the Planck feedback from different GCMs are essentially the same, but the lapse rate and LW water vapor feedback do reveal spectrally dependent difference among GCMs. Spatial distributions of the feedback at different spectral regions are also discussed. The spectral feedback analysis provides us another dimension to understand and evaluate the modeled radiative feedback.
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