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The entrustment framework redirects assessment from considering only trainees competence to decision-making about their readiness to perform clinical tasks independently. Since trainees and supervisors both contribute to entrustment decisions, we examined the cognitive and affective factors that underly their negotiation of trust, and whether trainee demographic characteristics may bias them. Using a document analysis approach, we adapted large language models (LLMs) to examine feedback dialogs (N = 24,187, each with an associated entrustment rating) between medical student trainees and their clinical supervisors. We compared how trainees and supervisors differentially documented feedback dialogs about similar tasks by identifying qualitative themes and quantitatively assessing their correlation with entrustment ratings. Supervisors themes predominantly reflected skills related to patient presentations, while trainees themes were broader-including clinical performance and personal qualities. To examine affect, we trained an LLM to measure feedback sentiment. On average, trainees used more negative language (5.3% lower probability of positive sentiment, p

BACKGROUND: Although polyp size dictates surveillance intervals, endoscopists often estimate polyp size inaccurately. We hypothesized that an intervention providing didactic instruction and real-time feedback could significantly improve polyp size classification. METHODS: We conducted a multicenter randomized controlled trial to evaluate the impact of different components of an online educational module on polyp sizing. Participants were randomized to control (no video, no feedback), video only, feedback only, or video + feedback. The primary outcome was accuracy of polyp size classification into clinically relevant categories (diminutive [1-5mm], small [6-9mm], large [≥10mm]). Secondary outcomes included accuracy of exact polyp size (inmm), learning curves, and directionality of inaccuracy (over- vs. underestimation). RESULTS: 36 trainees from five training programs provided 1360 polyp size assessments. The feedback only (80.1%, P=0.01) and video + feedback (78.9%, P=0.02) groups had higher accuracy of polyp size classification compared with controls (71.6%). There was no significant difference in accuracy between the video only group (74.4%) and controls (P=0.42). Groups receiving feedback had higher accuracy of exact polyp size (inmm) and higher peak learning curves. Polyps were more likely to be overestimated than underestimated, and 29.3% of size inaccuracies impacted recommended surveillance intervals. CONCLUSIONS: Our online educational module significantly improved polyp size classification. Real-time feedback appeared to be a critical component in improving accuracy. This scalable and no-cost educational module could significantly decrease under- and overutilization of colonoscopy, improving patient outcomes while increasing colonoscopy access.

The increase in student mobility world-wide and the globalization of teaching and learning practices has resulted in the prevalence of multicultural classrooms. However, knowledge on how cultural differences interact with increasingly student-centered practices is scarce. This is especially relevant for the provision of effective formative feedback, which as any form of dialogue, is bound to be affected by cultural customs and expectations. This rigorous literature review aims to examine the current knowledge on the role of culture in the provision of formative feedback in higher education: cultural differences, potential conflicts, and mitigation strategies. The results highlight three main themes of variation: perception of formative feedback, feedback as communication, and the affective/interpersonal domain. Three strategies to address potential clashes derived from these cultural differences are provided, and their applicability discussed. Finally, some issues and concerns are raised about current practices on studying cultural differences in the provision of formative feedback. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) technologies have the potential to enhance learning, teaching, and assessment by providing AI-generated feedback to students. This study used five different AI plug-ins and four different knowledge bases for the optimization of feedback in classroom formative assessments. The sample consisted of 26 students and 13 teachers at five secondary schools in Norway. Interviews and unstructured observations were used to collect data. The findings indicate that AI-generated feedback is appreciated by both students and teachers. It provides immediate subject-specific, concrete, and relevant feedback. High-performing students were motivated to further improve their writing. However, some students found the feedback to be too general or complicated, and the teachers who had not conducted whole-term periodic planning struggled with using AI for formative assessment purposes. Finally, both students and teachers contend that the teacher needs to have the last word when AI takes over formative feedback procedures. [ABSTRACT FROM AUTHOR]

Effectively supporting students in mastering all facets of self-regulated learning is a central aim of teachers and educational researchers. Prior research could demonstrate that formative feedback is an effective way to support students during self-regulated learning. In this light, we propose the application of Large Language Models (LLMs) to guide students towards problem-solving through formative feedback. We present LEAP, a novel platform that utilizes advanced LLMs, such as GPT-4o. LEAP empowers teachers with the ability to effectively pre-prompt and assign tasks to the LLM, resulting in formative feedback that stimulates students' cognitive and metacognitive processes, thereby enhancing self-regulated learning. We demonstrate that a systematic prompt design can provide a wide range of types of scaffolds to students. These scaffolds, which are rooted in educational research, include sense-making, elaboration, self-explanation, partial task-solution scaffolds, as well as metacognitive and motivational scaffolds. Through this approach, we emphasize the critical importance of synchronizing educational technological advances with empirical research and theoretical frameworks. This alignment could potentially ensures the positive and effective application of LLMs in the educational landscape. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Learners' writing skills are critical to their academic and professional development. Previous studies have shown that learners' self‐assessment during writing is essential for assessing their writing products and monitoring their writing processes. However, conducting practical self‐assessments of writing remains challenging for learners without help, such as formative feedback. Objectives: To facilitate learners' self‐assessment in writing, we developed a writing analytics toolkit and used data visualisation and cutting‐edge machine learning technology that provides real‐time and formative feedback to learners. Methods: To investigate whether our newly‐developed tool affects the accuracy and process of learners' self‐assessment, we conducted a lab study. We assigned 59 learners to complete writing (2 h) and revising (1 h) tasks. During the revision stage, we randomly assigned the learners to two groups: one group used the writing analytics toolkit while the second group was not granted access to the toolkit. Learners' self‐assessment accuracy and process of self‐assessment were compared between the two groups. Results: In our study, we found the toolkit helped learners in the experimental group improve the self‐assessment accuracy of their writing products compared to the learners in the control group. In addition, we also found that the affordances of the toolkit affected the learners' self‐assessment process, and poor design affordances may have prevented the learners from reflecting by themselves. Conclusions: Together, our empirical study shed light on the design of future writing analytics tools which aim at improving learners' self‐assessment during formative writing processes. Lay Description: What is already known about this topic: Learners' self‐assessment during writing is essential for assessing their writing products and monitoring their writing processes.Formative feedback is vital for improving learners' self‐assessment capabilities.Writing analytics tools offer feedback to learners, however, how these tools facilitate self‐assessment remains under investigated. What this paper adds: We developed a writing analytics toolkit and used data visualisation and cutting‐edge artificial intelligence technology that provides real‐time and formative feedback to learners.We found the toolkit helped learners improve the self‐assessment accuracy of their writing products.We also found that the affordances of the toolkit affected the learners' self‐assessment process, and poor design affordances may have prevented the learners from reflecting by themselves. Implications for practice and/or policy: It is crucial for learning analytics and educational technology developers to design feedback tools and provide formative assessments.Learning analytics tools should have high affordance so that learners can easily understand the formative feedback, thereby promoting actionable self‐assessment. [ABSTRACT FROM AUTHOR]

Background: Developments in educational technology and learning analytics make it possible to automatically formulate and deploy personalized formative feedback to learners at scale. However, to be effective, the motivational and emotional impacts of such automated and personalized feedback need to be considered. The literature on feedback suggests that effective feedback, among other features, provides learners with a standard to compare their performance with, often called a reference frame. Past research has highlighted the emotional and motivational benefits of criterion‐referenced feedback (i.e., performance relative to a learning objective or mastery goal) compared to norm‐referenced feedback (performance relative to peers). Objectives: Despite a substantial body of evidence regarding reference frame effects, important open questions remain. The questions encompass, for example, whether the benefits and drawbacks of norm‐referenced feedback apply in the same way to automated and personalize feedback messages and whether these effects apply to students uniformly. Further, the potential impacts of combining reference frames are largely unknown, even though combinations may be quite frequent in feedback practice. Finally, little research has been done on the effects of reference frames in computer‐supported collaborative learning, which differs from individual learning in meaningful ways. This study aims to contribute to addressing these open questions, thus providing insights into effective feedback design. Specifically, we aim to investigate usefulness perceptions as well as emotional and motivational effects of different reference frames—and their combination—in automated and personalized formative feedback on a computer‐supported collaborative learning task. Methods: A randomized field experiment with four feedback conditions (simple feedback, norm‐referenced, criterion‐referenced, and combined feedback) was conducted in a course within a teacher training program (N = 282). Collaborative groups worked on a learning task in the online learning environment, after which they received one of four possible automated and personalized formative feedback. We collected student data about feedback usefulness perceptions, motivational regulation, and achievement emotions to assess the differential effects of these feedback conditions. Results: All feedback types were perceived as useful relative to the simple feedback condition. Norm‐referenced feedback showed detrimental effects for motivational regulation, whereas combined feedback led to more desirable motivational states. Further, criterion‐referenced feedback led to more positive emotions for overperformers and to more negative emotions for underperformers. The findings are discussed in light of the broader feedback literature, and recommendations for designing automated and personalized formative feedback messages for computer‐supported collaborative learning are presented. Lay Description: What is already known about this topic: Automated and personalized feedback based on Learning Analytics can provide students with feedback at scale.Reference frames, a key design feature of any feedback, are essential to consider regarding their emotional and motivational impacts. What this paper adds: Students deemed all automated and personalized feedback more useful than the minimal feedback condition.The choice of reference frames matters for personalized and formative feedback in a computer‐supported collaborative learning task.The social comparison reference frame was largely detrimental, whereas a combination of reference frames can induce desirable motivational regulation.Criterion‐referenced feedback led to more positive emotions for overperformers and more negative emotions for underperformers. Implications for practice and/or policy: Practitioners should carefully consider the reference frames that underlie their feedback designs.Social comparison should largely be avoided, unless in combination with other, more informative feedback information. [ABSTRACT FROM AUTHOR]

Abstract Effectively supporting students in mastering all facets of self-regulated learning is a central aim of teachers and educational researchers. Prior research could demonstrate that formative feedback is an effective way to support students during self-regulated learning. In this light, we propose the application of Large Language Models (LLMs) to guide students towards problem-solving through formative feedback. We present LEAP, a novel platform that utilizes advanced LLMs, such as GPT-4o. LEAP empowers teachers with the ability to effectively pre-prompt and assign tasks to the LLM, resulting in formative feedback that stimulates students’ cognitive and metacognitive processes, thereby enhancing self-regulated learning. We demonstrate that a systematic prompt design can provide a wide range of types of scaffolds to students. These scaffolds, which are rooted in educational research, include sense-making, elaboration, self-explanation, partial task-solution scaffolds, as well as metacognitive and motivational scaffolds. Through this approach, we emphasize the critical importance of synchronizing educational technological advances with empirical research and theoretical frameworks. This alignment could potentially ensures the positive and effective application of LLMs in the educational landscape.

The pivotal role of feedback in improving students’ writing competence has been undeniable, yet there has not been any agreement about how feedback can improve learning. The advancement of technology has opened opportunities to give feedback facilitated by technology, commonly referred to as Automated Writing Evaluation (AWE). AWE-based applications help produce effective feedback mostly because they are friendly. Several studies have documented that several AWE-based applications can potentially improve students’ writing skills. Nevertheless, effective feedback constitutes more than timely feedback. AWE-based applications cannot attain other factors, such as ongoing and goal-oriented. In other words, an AWE-based application is merely a form of feedback, such as comments and scores. Therefore, improving students’ writing competence cannot rely solely on AWE-based applications. The AWE-based application should be framed in the process of feedback provision that aims to improve learning, known as formative feedback. This paper elaborates on how AWE can be framed in formative feedback. The concept of formative feedback and the writing process will be discussed thoroughly before discussing how AWE tools can be embedded in formative feedback during the writing process.

Abstract Purpose to analyze which factors are associated with students’ engagement and participation in video-based lectures in a flipped classroom environment. Methods A single-center experience with video-based lectures in undergraduate medical education is described. The activity was applied to the subject of Neurosurgery during two consecutive courses (2021/22 and 2022/23). The videos were available prior to face-to-face classes through the online application Edpuzzle. Information was obtained from the own platform at the end of each course. Multivariable linear regression analyses were performed to assess the association between different variables and the percentage of video viewing, the early dropout rate, and the percentage of audience retention. Results A total of 109 students registered in Edpuzzle (87.2% of all enrolled students). Fifty-one videos were uploaded each course to cover 11 topics. Mean video viewing rate was 41%. Those videos linked to the earliest classroom lessons showed more percentage of viewing and audience retention than those programmed at the end of the course. With mandatory classroom assistance and homework assignments, the seminar videos were viewed more but retained less audience. Shorter videos were associated with higher viewing and audience adhesion, but the presence of questions embedded throughout the clip did not significantly engage students. No significant difference was observed regarding lesson topics. Conclusions It is essential to emphasize the importance of designing strategies to initially engage learners since more than half of our students never connected to the clips. Decreasing engagement was associated with the end of the course and video length. Seminar videos were viewed more but retained less audience. Active learning activities such as quizzes embedded throughout the clips did not significantly engage learners.

Purpose: to analyze which factors are associated with students' engagement and participation in video-based lectures in a flipped classroom environment. Methods: A single-center experience with video-based lectures in undergraduate medical education is described. The activity was applied to the subject of Neurosurgery during two consecutive courses (2021/22 and 2022/23). The videos were available prior to face-to-face classes through the online application Edpuzzle. Information was obtained from the own platform at the end of each course. Multivariable linear regression analyses were performed to assess the association between different variables and the percentage of video viewing, the early dropout rate, and the percentage of audience retention. Results: A total of 109 students registered in Edpuzzle (87.2% of all enrolled students). Fifty-one videos were uploaded each course to cover 11 topics. Mean video viewing rate was 41%. Those videos linked to the earliest classroom lessons showed more percentage of viewing and audience retention than those programmed at the end of the course. With mandatory classroom assistance and homework assignments, the seminar videos were viewed more but retained less audience. Shorter videos were associated with higher viewing and audience adhesion, but the presence of questions embedded throughout the clip did not significantly engage students. No significant difference was observed regarding lesson topics. Conclusions: It is essential to emphasize the importance of designing strategies to initially engage learners since more than half of our students never connected to the clips. Decreasing engagement was associated with the end of the course and video length. Seminar videos were viewed more but retained less audience. Active learning activities such as quizzes embedded throughout the clips did not significantly engage learners. [ABSTRACT FROM AUTHOR]

Recent developments in artificial intelligence (AI) have significantly influenced educational technologies, reshaping the teaching and learning landscape. However, the notion of fully automating the teaching process remains contentious. This paper explores the concept of hybrid intelligence (HI), which emphasizes the synergistic collaboration between AI and humans to optimize learning outcomes. Despite the potential of AI‐enhanced learning systems, their application in a human‐AI collaboration system often fails to meet anticipated standards, and there needs to be more empirical evidence showcasing their effectiveness. To address this gap, this study investigates whether formative feedback in an HI learning environment helps law students learn from their errors and write more structured and persuasive legal texts. We conducted a field experiment in a law course to analyse the impact of formative feedback on the exam results of 43 law students, as well as on the writer (students), the writing product and the writing process. In the control group, students received feedback conforming to the legal common practice, where they solved legal problems and subsequently received general feedback from a lecturer based on a sample solution. Students in the treatment group were provided with formative feedback that specifically targeted their individual errors, thereby stimulating internal cognitive processes within the students. Our investigation revealed that participants who were provided with formative feedback rooted in their errors within structured and persuasive legal writing outperformed the control group in producing qualitative, better legal text during an exam. Furthermore, the analysed qualitative student statements also suggest that formative feedback promotes students' self‐efficacy and self‐regulated learning. Our findings indicate that integrating formative feedback rooted in individual errors enhances students' legal writing skills. This underscores the hybrid nature of AI, empowering students to identify their errors and improve in a more self‐regulated manner. Practitioner notes What is already known about this topic Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process. Collaborative education models advocate leveraging human and AI strengths for adaptive learning. Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscores the need for more evidence‐based approaches in integrating AI into educational settings. What this paper adds Field experiment investigating the impact of formative feedback in a hybrid intelligence learning environment based on the theory of learning from errors. Comparison of a traditional legal learning environment (lecturer teaching using sample solutions) versus formative feedback in a hybrid intelligence learning environment. Implementing formative machine learning‐based feedback supports law students in producing more structured and persuasive legal texts, leading to enhanced exam performance and higher grades. Implications for practice and/or policy Our research contributes significantly to computer‐based education by presenting empirical evidence of how formative writing feedback impacts students' legal knowledge and skills in educational settings. This underscores the importance of incorporating empirical data into the development of AI‐based educational tools to ensure their effectiveness. By focusing on individual errors corrected by formative feedback, we contribute to the learning from errors literature stream. This perspective offers valuable insights into how such feedback can support students' writing and learning processes, filling a gap in empirical evidence. Our findings demonstrate the potential impact of ML‐based learning systems, particularly in large‐scale learning environments like legal mass lectures. Formative writing feedback emerges as a scalable and beneficial addition to traditional learning environments, triggering internal learning processes, fostering self‐regulated learning and increasing self‐efficacy among students. By demonstrating the effectiveness of formative feedback within the framework of HI, particularly in legal education, our research underscores the potential of combining human understanding with AI‐supported feedback to enhance learning outcomes. What is already known about this topic Collaboration between humans and AI in educational settings advances learning mutually, fostering a unified developmental process. Collaborative education models advocate leveraging human and AI strengths for adaptive learning. Despite abundant theoretical research, empirical studies in HI remain limited. This gap underscores the need for more evidence‐based approaches in integrating AI into educational settings. What this paper adds Field experiment investigating the impact of formative feedback in a hybrid intelligence learning environment based on the theory of learning from errors. Comparison of a traditional legal learning environment (lecturer teaching using sample solutions) versus formative feedback in a hybrid intelligence learning environment. Implementing formative machine learning‐based feedback supports law students in producing more structured and persuasive legal texts, leading to enhanced exam performance and higher grades. Implications for practice and/or policy Our research contributes significantly to computer‐based education by presenting empirical evidence of how formative writing feedback impacts students' legal knowledge and skills in educational settings. This underscores the importance of incorporating empirical data into the development of AI‐based educational tools to ensure their effectiveness. By focusing on individual errors corrected by formative feedback, we contribute to the learning from errors literature stream. This perspective offers valuable insights into how such feedback can support students' writing and learning processes, filling a gap in empirical evidence. Our findings demonstrate the potential impact of ML‐based learning systems, particularly in large‐scale learning environments like legal mass lectures. Formative writing feedback emerges as a scalable and beneficial addition to traditional learning environments, triggering internal learning processes, fostering self‐regulated learning and increasing self‐efficacy among students. By demonstrating the effectiveness of formative feedback within the framework of HI, particularly in legal education, our research underscores the potential of combining human understanding with AI‐supported feedback to enhance learning outcomes. [ABSTRACT FROM AUTHOR]

While there is increasing recognition of the need for counselor education programs to identify criteria by which students' professional dispositions and associated behaviors are evaluated, the literature has yet to explore specific ways in which faculty can engage in the provision of dispositional feedback. This article offers a contemporary review of the related literatures and two specific case examples illustrating how theoretical, research, pedagogical, and clinical knowledge can inform interpersonally rich and creative approaches to formative dispositional feedback, all while fulfilling gatekeeping responsibilities. [ABSTRACT FROM AUTHOR]

Integrating remote Internet of Things (IoT) laboratories into project-based learning (PBL) in higher education institutions (HEIs) while exploiting the approach of technology-enhanced learning (TEL) is a challenging yet pivotal endeavor. Our proposed approach enables students to interact with an IoT-equipped lab locally and remotely, thereby bridging theoretical knowledge with practical application, creating a more immersive, adaptable, and effective learning experience. This study underscores the significance of combining hardware, software, and coding skills in PBL, emphasizing how IoTRemoteLab (the remote lab we developed) supports a customized educational experience that promotes innovation and safety. Moreover, we explore the potential of IoTRemoteLab as a TEL, facilitating and supporting the understanding and definition of the requirements of remote learning. Furthermore, we demonstrate how we incorporate generative artificial intelligence into IoTRemoteLab's settings, enabling personalized recommendations for students leveraging the lab locally or remotely. Our approach serves as a model for educators and researchers aiming to equip students with essential skills for the digital age while addressing broader issues related to access, engagement, and sustainability in HEIs. The practical findings following an in-class experiment reinforce the value of IoTRemoteLab and its features in preparing students for future technological demands and fostering a more inclusive, safe, and effective educational environment. [ABSTRACT FROM AUTHOR]

One of the core practices of science is constructing scientific explanations. However, numerous studies have shown that constructing scientific explanations poses significant challenges to students. Proper assessment of scientific explanations is costly and time‐consuming, and teachers often do not have a clear definition of the educational goals for formulating scientific explanations. Consequently, teachers struggle to support their students in this process. It is hoped that recent advances in machine learning (ML) and its application to educational technologies can assist teachers and learners in analyzing student responses and providing automated formative feedback according to well‐defined pedagogical criteria. In this study, we present a method to automate the entire assessment‐feedback process. First, we developed a causal‐mechanical (CM)‐based grading rubric and applied it to student responses to two open‐ended items. Second, we used unsupervised ML tools to identify patterns in student responses. Those patterns enable the definition of "meta‐categories" of explanation types and the design of personalized feedback adapted to each category. Third, we designed an in‐class intervention with personalized formative feedback that matches the response patterns. We used natural language processing and ML algorithms to assess students' explanations and provide feedback. Findings from a controlled experiment demonstrated that a CM‐based grading scheme can be used to identify meaningful patterns and inform the design of formative feedback that promotes student ability to construct explanations in biology. We discuss possible implications for automated assessment and personalized teaching and learning of scientific writing in K‐12 science education. [ABSTRACT FROM AUTHOR]

BACKGROUND: The adequate delivery of formative feedback in higher education is vigorously discussed to support the development of students' learning activities. Most of the literature refers to individual feedback to students in the context of web-based training and teaching in higher education. However, concrete design recommendations are scarce, especially regarding collaborative online international learning modules. OBJECTIVE: This paper aims to identify and systematize the need for formative feedback from students in Virtual Exchange modules and concludes with implications for the design of formative feedback activities. METHODS: The research employs a two-step sequential explorative mixed methods and longitudinal approach. A quantitative pre-test is followed by a qualitative self-reflective journal survey with two data collection dates using a thematic co-occurrence analysis. RESULTS: Based on 11 abductively coded themes, findings include the effects of agents on students and barriers and prerequisites for implementing formative Feedback in COIL modules. CONCLUSIONS: The effects of feedback can vary depending on the agent. While e-tutors need to build trust and give orientation, teachers support reflection, and peers affect motivation. Applicable and quick responses are fundamental for a positive perception of formative feedback. Peer feedback can potentially improve learning and reduce the teacher's workload. [ABSTRACT FROM AUTHOR]

ABSTRACT Background and Aims The escalating complexity of diseases and the burgeoning demand for proficient nurse anesthetists underscore the critical need for graduates optimally equipped to deliver competent care across varying patient conditions. Given the gap between the expected and actual clinical competencies among graduates, this study aimed to evaluate the impact of formative assessment coupled with immediate online feedback on the clinical competence of anesthesia nursing students in peri‐anesthesia care. Methods This educational intervention was conducted with the participation of nurse anesthesia students who were enrolled into intervention and control groups. The intervention entailed providing immediate, web‐based feedback on students' performance through a visual dashboard on Microsoft Power BI, along with weekly assessments using the Common Clinical Assessment Tool (CCAT). The control group received traditional, verbal feedback. Results Statistical analysis revealed significant improvements in clinical competence scores in the intervention group compared to the control group. The intervention group showed a notable progression in clinical competency scores from baseline to endpoint (mean scores: 35.06 ± 1.62 to 79.58 ± 1.02), significantly outperforming the control group (mean scores: 29.93 ± 1.38 to 62.09 ± 1.47, p‐value

Introduction In 2020, the AAMC created telemedicine competencies to guide curriculum and assessment development. Most available curricula are designed for clinical medical students or graduate trainees, and few offer opportunities for individualized, timely feedback and participation in pediatric simulated encounters. Methods We designed a hybrid curriculum to provide preclinical medical students with the knowledge and skills necessary to perform telemedicine encounters. The curriculum incorporated both an asynchronous online learning module and a synchronous skills workshop (1.5–2 hours) with real-time feedback from both simulated participants (SPs) and faculty. Both qualitative and quantitative methodology was used in curriculum evaluation. We invited faculty members to participate in semi-structured interviews to explore their experiences with the curriculum. We surveyed students on both general perceptions of the online module and SP workshops and knowledge on telemedicine gained from participation. Student telemedicine skills checklists from the SP workshops were also reviewed. Results Approximately 140 students participated in the curriculum each year in 2021 and 2022. Students demonstrated significant increases in self-reported knowledge in telemedicine after the curriculum (p < .001), and students were satisfied with curriculum content and design. Themes that emerged from faculty semi-structured interviews related to perceptions of the curriculum. Areas of strength on the telemedicine student skills checklist were establishing rapport, optimizing presence on video, and demonstrating empathy in a virtual space. Discussion As telemedicine becomes integral to clinical practice, early training is essential. This telemedicine curriculum for preclinical medical students provides a comprehensive multimodal foundation in virtual communication and physical examination skills.

Introduction: Reflective thinking offers learners insight and encourages deeper understanding by leveraging past experiences. This study explores the impact of reflective writing, a selfassessmenttool, on undergraduate medical students. The focus is on training students using author-specific reflection rubrics based on Moon’s model.Methods: A mixed-methods study involving 32 volunteered students undertaking an interactive 3-hour session on reflective thinking and writing (RT&W). 19 students submitted reflections, which were self-graded by students and two faculties independently. The perceptions of students were gathered through questionnaires and focus group discussions. The analysis was done using the mean, inter-class correlational coefficient, and thematic analysis.Results: Inter-rater reliability and inter-class correlation coefficient for reflective writing rubric scores was 63.2%, i.e. below the acceptable threshold. Cronbach’s Alpha for the learner perception questionnaire was 0.90. The outcome of the student’s perception questionnaire recognized the value of reflective writing in terms of professional skills enhancement (4.83±0.39) and improvement after feedback (4.17±0.72). However, satisfaction with overall training was comparatively lower (2.5±0.52). Focus group discussions revealed six themes.Conclusion: Reflective writing enhances the learning outcomes, deepens understanding, and refines judgment. The author-specific reflection rubric, though reliable, warrants empirical validation with a larger and more diverse participant pool. Undergraduate programs should prioritize mastery of reflection and metacognitive learning approaches to optimize educational outcomes.

Copyright of JMD: Journal für Mathematik-Didaktik is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We have evaluated a new pedagogical approach, pure question-based learning, or rather, a modern, digitized version of a really old approach: the Socratic method of learning. The pedagogical approach was evaluated and improved using a design-based research methodology. An online course was developed with pure question-based learning to explain its predecessor: question-based learning. The course was successively taken by students, researchers, and practitioners, and discussed in four group seminars. Feedback from each iteration was integrated into the next version and the course is still in use, see link below. Results from the design-based research process were positive ( n ≈ 78 participants, over four iterations) with the main negative results coming from the unfamiliarity of the format and feelings of exam-like stress during the first encounter. While pure question-based learning is new, it builds upon well-tested pedagogical methods. The method has several potential advantages: learning can be broken down into smaller modules, there is less passive learning for the students, less learning material needs to be created and AI could be used for this creation. [ABSTRACT FROM AUTHOR]

This paper aims to examine the impact of process-Oriented assessment in Saudi EAP learners' writing when it comes to coherence and organization; grammar & lexical variation; development of argumentation. Introducing a quasi-experimental research design, the research contrasted formative feedback influence on enhanced writing between the experimental and control group upon being subjected to traditional assessment. Evaluation shows that an emphasis on technological processes enhances general learning of organizational skill and argumentation; however, on grammar and lexical coverage its effectiveness is comparatively low. The results indicate that process approach is helpful but may require some additional forms of direct instruction to contribute to the elaboration of balanced writing. Ideas for EAP instruction in Saudi Arabia require that method of assessment adopted to be complex and not just rely on one area. [ABSTRACT FROM AUTHOR]

This study is the first to investigate how an online course consisting solely of multiple-choice questions and detailed formative feedback compares to an online course format that was previously shown to be highly effective. Specifically, a pure question-based learning (pQBL) version of a course was compared to a question-based learning course (QBL) which consisted of the same questions and feedback as the pQBL course, but also included ordinary texts about the subject. To explore how pQBL and QBL compared in terms of learning outcomes and completion time, 492 employees at the Swedish Employment Agency were randomized to either a pQBL or a QBL version of a course about IT security. The results indicate that the pQBL course resulted in equally good or better learning outcomes compared to the QBL course. This result was robust to changes in how course quality was defined. In addition, participants completed the pQBL course slightly faster. Because a pQBL course requires less resources to produce, there are benefits to relying on the pQBL method when teachers or students have limited time. Further benefits that come with the flexibility of the pQBL method are discussed. [ABSTRACT FROM AUTHOR]

In our multi‐method study, feedback levels derived from the well‐known feedback model of Hattie and Timperley were used in conjunction with feedback that was related to subject‐specific content; here, mathematical reasoning tasks in primary school. Feedback needs to be aligned with the learning process; in the beginning, more task feedback is valuable. Based on the analyses of videos and questionnaires of 44 teachers of 5th‐ and 6th‐grade primary school classes (N = 804), we demonstrated that feedback for finding an approach and operationalisation were related to feedback on the task. We further showed that feedback at the task level predicted students' achievement in mathematical reasoning via students' interest in mathematics. It might be concluded that the four levels of feedback should be applied by teachers in such a way that they focus on the current problem that is occurring while the student is solving a task. [ABSTRACT FROM AUTHOR]

The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils' understanding and learning regarding their literacy skills. More knowledge about feedback interactions for young pupils as they write is needed. Thus, we wanted to investigate: What characterises oral feedback interactions in classrooms between teachers and young pupils while pupils write? Observations were collected using video recordings from 14 second-grade classrooms in Norway (pupils 7 years old). Seventy-two hours of video-recorded lessons were studied using thematic analysis. The results show a pattern where teachers praise general ability at the self-level and correct specific mistakes at the task level, less information about writing strategies is provided. [ABSTRACT FROM AUTHOR]

Technology learners require formative feedback from their teachers to aid them in structuring and solving design problems. Without such feedback, learners often do not explore sub-problems and are inclined to reproduce known and existing solutions. Due to a paucity of literature on formative feedback in technology classrooms, this study investigated the formative feedback types that teachers provide to learners during the problem-structuring and problem-solving phases. A qualitative case study design was employed to investigate such feedback from five technology teachers who supported their learners in solving ill-structured design problems. The findings indicate that teachers' formative feedback consists predominantly of low-level questions, while generative design questions and low-level comments were the least observed. A deeper understanding of how formative feedback unfolds in a technology classroom may help teachers guide learners through problem structuring and solving. Further research is needed to determine the influence of formative feedback on learners' design outcomes. [ABSTRACT FROM AUTHOR]

Formative assessment (FA) provides lecturers and learners with information about the quality and development of different tasks. Formative feedback becomes an essential element that increases the quality of these tasks, guides learners in the process, and motivates them to be actively involved, acquiring the learning objectives and skills. A digital learning ecosystems (DLE) offers the possibility of a quality, effective, and sustainable education, enabling people to carry on with their training from anywhere, at any time, and through personal pathways. In this framework, we present a descriptive study with a qualitative approach to explore the views of 91 participants regarding the process of FA in second language acquisition (SLA) in a DLE. According to the results, the DLE provides the necessary tools to favour FA, and to obtain valuable data on the learners' academic achievements in SLA. The learners take an active role in learning English and competence development such as reading, writing, and listening, and other skills such as digital competence, communication, problem solving, empathy, or creativity. The data obtained help lecturers to identify learners' difficulties in SLA and address them with different didactic strategies. It can be concluded that FA plays a relevant role in SLA in a DLE. [ABSTRACT FROM AUTHOR]

Currently, new skills and various types of "new literacies" relevant to the modern world are becoming issues of growing importance. One of them is economic literacy; however, there are only few assessment instruments that fulfil the academic requirements for its assessment among university students. One of such internationally established instruments is the Test of Understanding in College Economics (TUCE), which is a popular tool in empirical studies of economic literacy in many countries around the world. Despite its advantages, the currently available version of the TUCE designed for American colleges back in 2006, is prone to cheating and provides limited opportunities for formative feedback. The purpose of this paper is to present the Updated Test of Understanding in College Economics (U-TUCE). In developing the U-TUCE, we utilized the capabilities of contemporary psychometrics, which offer sufficient advances in overcoming all limitations of the original TUCE mentioned before. First, we present a revised theoretical framework of the U-TUCE, highlighting that the test measures different types of mastery of economic literacy. Second, we describe the approaches used for modifying the TUCE items and developing new items. A half of the original test items have been replaced or redesigned to reflect the economic context that has changed since 2006. Third, we utilize the logic of automatic item generation algorithms to increaseg the level of test protection against cheating. We made all changes in such a way as to maintain comparability with the previous versions of the TUCE test if necessary. Finally, the use of the Item Response Theory (IRT) is paired up with that of Cognitive Diagnostic Modeling (CDM) to ensure the quality of the U-TUCE and enhance its formative value. We show that IRT can be used to estimate the construct as a whole (which is of interest to researchers, administrators, and policy makers), while CDM provides information relating to each of the construct components, which are of interest to educational practitioners and students themselves. The results of the data analyses show that the test can be used for both purposes simultaneously.

MyFeedback is an online feedback service run by the academic tutoring team at the University of East London (UEL). The service provides a formative type of feedback on the academic writing of students based on drafts they upload to a digital inbox. The service is a differentiating support mechanism that complements the one-to-one guidance provided by the academic writing tutors. This is possible by training and supervising students (online feedback initiators) to provide reviews of assignment drafts. In this ALDCon24 workshop, we discussed how the development and operation of the service has thrived through a partnership between learning developers and students, and thus establishing a community of practice (Wenger, 1998) of shared learning and vision. We provided insights into the working model and the ways in which students become partners and occasionally co-creators. We highlighted the opportunities and benefits that are shared among all those involved and the roles they assume. Student users of the service engage in a self-regulated learning experience (Nicol and Macfarlane-Dick, 2006) enacted by their repeated exposure to peer feedback interactions that is underpinned by pedagogical principles, such as the zone of proximal development (Vygotsky, 1978) and differentiation, for example in Tomlinson (2001). Tutors and student partners collaborate to consolidate their feedback mechanisms by bringing together teaching expertise, fresh enthusiasm, first-hand student experiences, and a sense of belonging, inclusivity and collaboration. At the same time, tutors direct their capacity efficiently to students who can benefit more from a live dialogue based on their assessment at hand.

Abstract Background Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees’ condition, determine their weaknesses, and intervene at proper times. Recently, different feedback-based approaches have been introduced in clinical training; however, the effectiveness of such interventions still needs to be studied extensively, especially in the perioperative field. Therefore, this study sought to compare the effects of apprenticeship training using sandwich feedback and traditional methods on the perioperative competence and performance of Operating Room (OR) technology students. Methods Thirty final-semester undergraduate OR technology students taking the apprenticeship courses were randomly allocated into experimental (n = 15) and control (n = 15) groups through the stratified randomization approach. The students in the experimental group experienced Feedback-Based Learning (FBL) using a sandwich model, and the students in the control group participated in Traditional-Based Training (TBT) in six five-hour sessions weekly for three consecutive weeks. All students completed the Persian version of the Perceived Perioperative Competence Scale-Revised (PPCS-R) on the first and last days of interventions. Also, a blinded rater completed a checklist to evaluate all students’ performance via Direct Observation of Procedural Skills (DOPS) on the last intervention day. Besides, the students in the FBL filled out a questionnaire regarding their attitude toward the implemented program. Results The mean total score of the PPCS-R was significantly higher in the FBL than in the TBT on the last intervention day (P

Abstract Background Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices.

This study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners' inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners' academic achievement in Physical Sciences.

Artificial intelligence (AI) technologies have the potential to enhance learning, teaching, and assessment by providing AI-generated feedback to students. This study used five different AI plug-ins and four different knowledge bases for the optimization of feedback in classroom formative assessments. The sample consisted of 26 students and 13 teachers at five secondary schools in Norway. Interviews and unstructured observations were used to collect data. The findings indicate that AI-generated feedback is appreciated by both students and teachers. It provides immediate subject-specific, concrete, and relevant feedback. High-performing students were motivated to further improve their writing. However, some students found the feedback to be too general or complicated, and the teachers who had not conducted whole-term periodic planning struggled with using AI for formative assessment purposes. Finally, both students and teachers contend that the teacher needs to have the last word when AI takes over formative feedback procedures.

Recently, audio-visual feedback produced through screencast technology has received increasing attention. Yet, as opposed to synchronous (immediate) and bi-directional (a two-way process) audio-visual feedback, most recent research has focused on asynchronous (delayed) and unidirectional (a one-way process) audio-visual feedback. Therefore, this study aimed to compare asynchronous and synchronous audio-visual feedback modes in relation to teacher’s formative assessment and the uptake of feedback among 17 Saudi EFL dyads. Analysis of the audio-visual feedback records revealed differences in the feedback content and manner. Analysis of students’ first and second drafts of essays in Google Docs and follow-up interviews indicated that their overall successful uptake of the synchronous audio-visual feedback in general and in particular of the local feedback was higher due to students’ presence and the opportunities for teacher–learner dialogue in the feedback process. Yet, these differences between the two modes were not statistically significant. The study provides useful pedagogical implications for writing teachers and researchers. [ABSTRACT FROM AUTHOR]

Background: Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees' condition, determine their weaknesses, and intervene at proper times. Recently, different feedback-based approaches have been introduced in clinical training; however, the effectiveness of such interventions still needs to be studied extensively, especially in the perioperative field. Therefore, this study sought to compare the effects of apprenticeship training using sandwich feedback and traditional methods on the perioperative competence and performance of Operating Room (OR) technology students. Methods: Thirty final-semester undergraduate OR technology students taking the apprenticeship courses were randomly allocated into experimental (n = 15) and control (n = 15) groups through the stratified randomization approach. The students in the experimental group experienced Feedback-Based Learning (FBL) using a sandwich model, and the students in the control group participated in Traditional-Based Training (TBT) in six five-hour sessions weekly for three consecutive weeks. All students completed the Persian version of the Perceived Perioperative Competence Scale-Revised (PPCS-R) on the first and last days of interventions. Also, a blinded rater completed a checklist to evaluate all students' performance via Direct Observation of Procedural Skills (DOPS) on the last intervention day. Besides, the students in the FBL filled out a questionnaire regarding their attitude toward the implemented program. Results: The mean total score of the PPCS-R was significantly higher in the FBL than in the TBT on the last intervention day (P < 0.001). Additionally, the increase in mean change of PPCS-R total score from the first to last days was significantly more in the FBL (P < 0.001). Likewise, the FBL students had higher DOPS scores than the TBT ones (P < 0.001). Most FBL students also had a good attitude toward the implemented program (n = 8; 53.3%). Conclusion: Apprenticeship training using a sandwich feedback-based approach was superior to the traditional method for enhancing perioperative competence and performance of final-semester OR technology students. Additional studies are required to identify the sustainability of the findings. [ABSTRACT FROM AUTHOR]

Background: Feedback processes are crucial for learning, guiding improvement, and enhancing performance. In workplace-based learning settings, diverse teaching and assessment activities are advocated to be designed and implemented, generating feedback that students use, with proper guidance, to close the gap between current and desired performance levels. Since productive feedback processes rely on observed information regarding a student's performance, it is imperative to establish structured feedback activities within undergraduate workplace-based learning settings. However, these settings are characterized by their unpredictable nature, which can either promote learning or present challenges in offering structured learning opportunities for students. This scoping review maps literature on how feedback processes are organised in undergraduate clinical workplace-based learning settings, providing insight into the design and use of feedback. Methods: A scoping review was conducted. Studies were identified from seven databases and ten relevant journals in medical education. The screening process was performed independently in duplicate with the support of the StArt program. Data were organized in a data chart and analyzed using thematic analysis. The feedback loop with a sociocultural perspective was used as a theoretical framework. Results: The search yielded 4,877 papers, and 61 were included in the review. Two themes were identified in the qualitative analysis: (1) The organization of the feedback processes in workplace-based learning settings, and (2) Sociocultural factors influencing the organization of feedback processes. The literature describes multiple teaching and assessment activities that generate feedback information. Most papers described experiences and perceptions of diverse teaching and assessment feedback activities. Few studies described how feedback processes improve performance. Sociocultural factors such as establishing a feedback culture, enabling stable and trustworthy relationships, and enhancing student feedback agency are crucial for productive feedback processes. Conclusions: This review identified concrete ideas regarding how feedback could be organized within the clinical workplace to promote feedback processes. The feedback encounter should be organized to allow follow-up of the feedback, i.e., working on required learning and performance goals at the next occasion. The educational programs should design feedback processes by appropriately planning subsequent tasks and activities. More insight is needed in designing a full-loop feedback process, in which specific attention is needed in effective feedforward practices. [ABSTRACT FROM AUTHOR]

Building on previous research that has demonstrated close connections between constructivism, technology, and artificial intelligence, this article investigates the constructivist underpinnings of strategically integrating GenAI experiences in higher educational contexts to catalyze student learning. This study presents a new model for leveraging GenAI tools, for individualized, formative, peer-simulated feedback in graduate-level courses in higher education. This exploratory study presents graduate student reflections about the process and product created using ChatGPT for formative feedback with an instructor-generated prompt for an organizational behavior course. An analysis of student reflections and examples of ChatGPT-generated peer-simulated feedback, as well as an examination of ethical considerations, offer insights into the learning potential of utilizing GenAI tools for peer-simulated feedback in graduate-level courses. [ABSTRACT FROM AUTHOR]

This paper discusses the role of formative feedback in teaching academic writing for a large class of first-year business students. The paper contributes to our knowledge on how to design an effective formative feedback process for a class in excess of 300 students. Based on survey data from 2018 the paper addresses how the students respond to being taught academic writing in two different feedback modalities: face-to-face interaction and electronic annotations. Our findings indicate that there are no significant differences between the two modalities and that the students are relatively satisfied with the feedback they received. The majority of the students report that feedback has helped them accomplish their learning goals, they pay attention to feedback, and feedback motivates them in their studies. Even with these positive responses from the students, we question whether our approach is sustainable in the long run. Unless smarter and more efficient ways of providing personalised feedback are developed for large student groups, the transition to the new paradigm for feedback, where the emphasis is placed on dialogic interaction, will not be practicable. [ABSTRACT FROM AUTHOR]

Supplemental Digital Content is Available in the Text. Background: Development of skills in peer-to-peer feedback in multicultural and global contexts is important to excellent teaching practice in nursing education. Purpose: This study identified student attitudes toward giving and receiving peer-to-peer feedback between international peers in a graduate-level online instructional design course. Methods: Twenty-one graduate nursing students in 2 nurse educator programs from the United States and Finland participated in this descriptive study. Pre- and postcourse Feedback Orientation Scale (FOS) scores were analyzed in combination with student reflections on learning experiences related to peer-review course activities. Results: Mean pre- to postcourse overall FOS scores increased, suggesting greater student receptiveness to peer feedback, particularly in the dimensions of utility and self-efficacy. Postcourse reflections demonstrated increased appreciation for opportunities to triangulate feedback from multiple, diverse sources. Conclusions: Opportunities for graduate students in nurse educator programs to exchange peer-to-peer feedback with international peers foster growth in positive attitudes toward receiving and using peer feedback. [ABSTRACT FROM AUTHOR]

Abstract Purpose Diagnostic errors are a large burden on patient safety and improving clinical reasoning (CR) education could contribute to reducing these errors. To this end, calls have been made to implement CR training as early as the first year of medical school. However, much is still unknown about pre-clerkship students’ reasoning processes. The current study aimed to observe how pre-clerkship students use clinical information during the diagnostic process. Methods In a prospective observational study, pre-clerkship medical students completed 10–11 self-directed online simulated CR diagnostic cases. CR skills assessed included: creation of the differential diagnosis (Ddx), diagnostic justification (DxJ), ordering investigations, and identifying the most probable diagnosis. Student performances were compared to expert-created scorecards and students received detailed individualized formative feedback for every case. Results 121 of 133 (91%) first- and second-year medical students consented to the research project. Students scored much lower for DxJ compared to scores obtained for creation of the Ddx, ordering tests, and identifying the correct diagnosis, (30–48% lower, p

Academic Literacies elucidates how undergraduate students with diverse skillsets can effectively engage with socially constructed and discipline-specific knowledge(s) through writing. Over the last two decades, language specialists and education researchers have developed a robust, student-focused epistemology. However, it remains unclear how lecturers understand and teach Academic Literacies in their courses. This article shifts the focus by exploring how we – a teaching team in International Relations at a Swedish university – translated the knowledge claims and ideological commitments of Academic Literacies into an applied pedagogy. We employ collaborative, reflective practice to investigate how we progressively integrated Academic Literacies in an introductory, bachelor's level course from 2010–2019. Specifically, we illustrate how we used formative feedback, peer assessment, and reflective journaling to teach International Relations through academic writing. We conclude with a discussion of the best practices and unresolved challenges of our evolving pedagogical design. [ABSTRACT FROM AUTHOR]