Running head: ANNOTATED BIBLIOGRAPHY

Annotated Bibliography DePaula Ross IDT 8600 Dr. Trey Martindale University of Memphis October 7, 2013

Running head: ANNOTATED BIBLIOGRAPHY Annotated Bibliography Bangert-Drowns, R.L., Chen-Lin, C. K., Kulik, J., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61(2), 213-238. This article is about the instructional effect of feedback in test-like events. There are various forms of information that can assist humans in working to regulate their own behaviors. This is why researchers have taken part in and verified the importance of feedback in relation to learning. In addition, this article takes a look at whether learning can take place without mutual influence and feedback. Feedback can be identified by its target and its content. Intentional feedback is discussed throughout this article. Feedback is identified as the method by which the learner has accurately retrieved specific information or has correctly applied recently learned information or familiar tasks. This source is important because it investigated instructional uses for feedback within the following types of settings: programmed instruction, computer-assisted instruction, texts with adjunct questions, and conventional methods of assessing. Feedback effects were identified and vary in regards to control for pre-search availability, type of feedback, the use of pretests, and the type of instruction. Brothen, T., & Wambach, C. (2001). Effective student use of computerized quizzes. Teaching of Psychology, 28(4), 292-294. This article is about computer quizzes and how they are becoming more popular for both students and teachers. This article provides insight that the learners ineffective use of computerized quizzes would predict a poor performance by the learner. Researchers determined that the instructional effect of feedback revealed that type and timing of feedback were strongly related to learning. The research concluded that the learner had a

Running head: ANNOTATED BIBLIOGRAPHY higher rate of success when corrective feedback was provided to display the right and wrong answers. The data from this article scrutinizes computerized quizzes for how they are administered and how feedback is delivered to the learner. In addition, computerized quizzes are utilized by the learner to assist with providing immediate feedback, incorporating methods for learning the material, and additional strategies for being successful in using computerized quizzes for the purposes of evaluating the learners knowledge about the content. This source is useful in providing the benefits to utilizing computerized quizzes. The main focus of this article provided that if the learners used the computerized quizzes appropriately and for their appropriate use, then the feedback would act as a successful resource to improve learners ability to learn the material effectively and improve their overall course performance. Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281. This article is about feedback and the role that it plays with self-regulated learning. As learners begin to monitor their engagement in various activities, internal feedback is generated by monitoring learner outcomes and the learners cognitive processing abilities. Many studies have determined that feedback in certain settings have focused on information that is primarily provided to students by external sources. In many instances, feedback was not available during learning activities, but was provided after a task was completed in order to assess the individual learners level of achievement. Feedback during the process of self-regulated learning works to identify whether feedback improves a learners overall achievement. Researchers have investigated that feedback and self-regulation focuses on behaviors that are too large for many to handle. This

Running head: ANNOTATED BIBLIOGRAPHY article addresses the most common type of feedback, outcome feedback. Outcome feedback provides no additional information about the task other than the level of achievement. This source is useful because it provides the functions that feedback serves. Feedback confirms the learner understands with instructional objectives. Feedback assists learner with adding information and improving upon prior knowledge. Feedback provides an opportunity to replace errors with content. Finally, feedback works to tune up a learners understanding on current knowledge. Duyne, L. R., Jentsch, K., Bowers, C., Burroughs, W., Cannon-Bowers, J., & Salas, E. (2001). Comparing the utility and sequencing of different types of feedback. Retrieved from: http://pro.sagepub.com/content/45/26/1843. This article investigates two specific types of feedback such as process and outcome in an effort to learn a particular task. Process feedback is defined as feedback that provides information regarding processes needed to perform certain tasks in an effective way. Process based feedback also provided learners with behavior based information in regards to their performance. Outcome feedback is a form of feedback that referred to information regarding performance outcomes. This form of feedback compared a learners performance with the normal performance standard. In addition, outcome feedback lead to high levels of performance on basic tasks while processing feedback and how it led to high levels of performance on certain behaviors. The research provided in this article determined that both types of feedback increased performance. This source was useful because it identified that learners receiving feedback, regardless of the feedback type and sequence would typically perform better at the end of the learning process than those that did not provide any feedback at all. This source identified that

Running head: ANNOTATED BIBLIOGRAPHY both types of feedback were equal because they always addressed the learners weakest skill, which ideally would cause the learner to identify and focus on their weakest element. As a result, performance improvements occurred. Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2009). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20, 304-315. This article is about the ability to improve the effectiveness of peer feedback for learning. In addition, this article took a look at the certain characteristics of the content and the style in which feedback was provided. Feedback was defined as information that was provided to the learner of his or her actual state of learning or performance. Feedback focuses on students performance and the control that they have on their learning. Feedback research addresses whether feedback improves learning, but in addition, how feedback improves learning. Feedback supports learning by increasing response rate and accuracy, connects responses to prior knowledge, validates and changes previous responses, and assists students and analyzes learning processes. Peer feedback provides benefits for learning. In addition, this article investigated whether peer feedback possessed characteristics that affected performance and whether these characteristics affected the accuracy of the feedback that was provided. This source was useful in providing critical information in regards to the effectiveness and the importance of using peer feedback as a method for improving performance. This source also identified that peer feedback was not always as effective as teacher feedback. Learners typically utilized feedback that was provided by the instructor because instructor comments were most often incorporated as revisions and considered to be more useful. Hattie, J., & Tisperley, H. (2007). The power of feedback. Review of Educational Research,

Running head: ANNOTATED BIBLIOGRAPHY 77(1), 81-112. This article is about the power of feedback. Feedback is classified as one of the most powerful influences on learning and achievement. In addition, this article discusses the meaning of feedback and power that it has when it comes to improving teaching and learning. Feedback is defined as information that is provided by an agent in regards to the learners performance or understanding. The focus of this article is on feedback as information about content and the constructions that learners pull from various learning experiences. Researchers have determined that the purpose of feedback is to reduce discrepancies between the current understanding and the actual performance and goal. Effective feedback answers the following questions: Where am I going? How am I going? Where to next? Feedback determines if the goals are being met, the progress that is being met to meet those goals, and what needs to be done in order to make better progress. Instructors use feedback in order to help reduce gaps between actual performance and desired goal attainment. This source is useful in providing information in regards to how powerful the use of feedback, whether it is positive or negative, is in determining the effects of learners achievement in meeting achievement goals. Haynes, S. R., Spence, L., & Lenze, L. (2009, October). Scenario-based assessment of learning experiences. In Frontiers in Education Conference, 2009. FIE'09. 39th IEEE (pp. 1-8). IEEE. This article is about the challenges of learning assessments in finding methods that provides insights into how well a particular learning activity performs and how effective it is. This article provides information in regards to effective methods for assessing learning that is based from course-related experiences that can take place inside or

Running head: ANNOTATED BIBLIOGRAPHY outside of the classroom. This article also discusses scenario-based methods for analysis, design and evaluation and how they were used to bridge the gaps between complex information. Researchers have determined that scenario-based designed courses are effective methods for bringing real life situations into a course. Researchers have determined that scenario-based evaluations are an effective method for assisting instructors with reflecting on their course, class, and how their assignments are designed. Analyses of scenario-based assessments have assisted in identifying the number of errors that exist within course activity design. In addition, the main key strengths of utilizing scenario-based assessments are identifying opportunities to make changes and redesign curriculum and determining its effectiveness. This source is useful because it provides a wealth of information regarding learners perceptions on whether learning activities are successful or unsuccessful. It also focuses on how scenario-based material provides better material for assisting the learners with more effective materials. Johnson, B. C., & Kiviniemi, M. T. (2009). The effect of online chapter quizzes on exam performance in an undergraduate social psychology course. Teaching of Psychology, 36, 33-37. This article discussed the effectiveness of utilizing online assessments as a method for improving exam and course performance. Research has suggested that presenting feedback separately after the learner answers each question should be provided to not only provide whether the answer was correct or incorrect, but it will also provide additional information about the content. There have been many disagreements about whether or not quizzes or assessments have an effect on student performance. It has been known that quizzes only have an impact on the performance of final assessment and was

Running head: ANNOTATED BIBLIOGRAPHY utilized as a method for testing ones own knowledge. This source is useful because it provides information regarding the use of online quizzes and its effectiveness in determining whether a learners performance will be successful in a course. Mason, B. J, & Bruning, R. (2001). Providing feedback in computer-based instruction: What the research tells us. Retrieved from: http://dwb.unl.edu/Edit/MB/MasonBruning.html. This article is about the importance of providing feedback in computer-based instruction. Since the uses of computers are growing, one of the main advantages of computer-based instruction was the ability to provide immediate feedback to immediate responses. Feedback in this article is any message that is generated in response that is taken by the learner. This article also addresses the feedback in computer-based instruction and the grouping of feedback into seven clusters such as: knowledge of response, knowledge of correct response, answer until correct, topic contingent, response contingent, bug-related, and attribute-isolation. Some of the criteria that should be considered in determining the type of feedback and the level of elaboration include student achievement, the complexity of the task, the timing of the feedback, any prior knowledge, and learner control. Computer that provide feedback have several important advantages. Computers can provide feedback without any limits, unbiased, accurate, and nonjudgmental of the learners response. Computer-based feedback provides the learner with verification and elaboration. Verifications are whether the answer is correct or incorrect. Elaboration provides cues to guide the learner toward an accurate answer. This source is useful because it displayed how learners use their own abilities to effectively utilize various forms of feedback that depends on the level of knowledge in particular content areas. Miller, A., & Archer, M. (2010). Impact of workplace based assessment on doctors education

Running head: ANNOTATED BIBLIOGRAPHY and performance: A systematic review. Retrieved from: http://www.bmj.com. This article is about the impact of workplace based assessment in regards to performance. In this article, workplace based assessments are daily practices that take place in a working environment. Workplace based assessments actually display what is done in practice, and shows a learners knowledge or competence, which does not typically assist in predicting performance; however, workplace based assessments have the ability to evaluate performance in context. Another benefit to workplace based assessment was the ability to provide feedback as a means towards learning desired objectives. Workplace based assessments require feedback which can lead to learning and the improvement of performance. This source investigates the educational impact of workplace based assessments in order to determine if the effectiveness of improving education and performance. In addition, this source takes a look at the various multiple assessment methods and multiple sources of feedback. Multiple sources of feedback lead to improved performance and an increase in learner satisfaction, although there was not an increase in attitude, skills, knowledge, and behavior. It was revealed that feedback was accurate and credible, and more likely to lead to practice improvement. In addition, this source combines research regarding the educational impact of workplace based assessments and the ability to not only change, but to improve performance. Norcini, J. and Burch, V. (2007). Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher, 29, 855-871. This article reviews some of the literature regarding the efficacy and prevalence of formative feedback, provides great details regarding formative feedback assessment methods, characterizes various natures of the feedback, and summarizes some of the

Running head: ANNOTATED BIBLIOGRAPHY challenges that were faced. Formative feedback and assessment provide a powerful method for changing behaviors of the learners. It has been determined that there are various factors that enhance the efficacy of workplace-based assessments, which includes the ability to provide feedback that is consistent with the needs of the learner and focuses on important aspects for improving upon learning. In addition, this article discussed the four foci of feedback, which included: feedback about the task, feedback about the process of the task, feedback about self regulation, and feedback about the self as a person. This source was useful because it concluded that feedback is critical especially when it provides consistent information to the learner, and focuses on important aspects of performance. Saedon, H., Salleh, S., Blalkrishnan, A., Imray, C., & Saedon, M. (2012). The role of feedback in improving the effectiveness of workplace based assessments: A systematic review. BMC Medical Education, 12(25), 1-8. This article discusses the role of feedback in improving the overall effectiveness of workplace based assessments. Feedback was defined in this article as specific information about the comparison between an individuals observed performance and a standard with the intent to improve on the learners actual performance. Researchers suggest that feedback from the use of formative assessments provide a positive impact on learning and performance. Workplace based assessments are assessed on the skills and other characteristics in relation to being assessed in a working environment. Researchers determined that multisource feedback lead to performance improvement. There has been a greater emphasis on feedback in a workplace based assessment in improving the effectiveness of a formative assessment tool and a method for improving learners

Running head: ANNOTATED BIBLIOGRAPHY performance. This source evaluates the effectiveness of feedback in workplace based assessments. In addition, this source identified that there were changes in behavior and an individual learners transfer of knowledge to the workplace and the willingness of each learner to apply their new knowledge and skills for their personal usage. This source also identified that feedback did not always identify the intended or desired outcomes and in some instances may have caused negative consequences, such as decrease motivation and performance reduction. Shute, V. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153189. This article focuses on formative feedback. Formative feedback is defined as information that is communicated to the learner in an effort to modify a learners thinking and behavior in order to improve learning. This form of feedback is used in many settings in order to improve learners skills and knowledge. This article focuses primarily on tasklevel feedback versus general summary feedback. Task-level feedback provides specific and timely information to the learner about a response to a problem or situation and takes into account the learners current knowledge and ability levels. In addition, this article addresses the most powerful and efficient types of feedback, and the conditions that these types of feedback require in order for the learner to revise a skill or improve on his or her current knowledge. This source is useful because formative feedback is used in this article as a method for working towards increasing learners knowledge, skills, and knowledge in various content areas or general skills. In addition, this source discusses how formative feedback plays a major role in reducing cognitive load of the learner when

Running head: ANNOTATED BIBLIOGRAPHY they become overwhelmed with learning new materials and still upload the goals of meeting high performance standards. Sosa, G. W., Berger, D. E., Saw, A. T., & Mary, J. C. (2011). Effectiveness of computer-assisted instruction in statistics: A meta-analysis. Review of Educational Research, 81(1), 97-128. This article documents the effects of computerized instruction in regards to the learners level of engagement, learner control, and the level of feedback that is provided to the learner. In addition, this article discusses the potential benefits to utilizing computerassisted instruction. Computerized exercises provide the learner with additional practice exercises that assists with reinforcing the understanding of the material for the learner. In addition, computer-assisted instruction allows the learner to exert control over the pace that the material is presented, and have control over their overall learning process. Practice with tasks and various exercises are very important to enhancing the learners individual understanding. Computer-based tools are also effective at providing effective feedback. Feedback helped promote the processing of information, can be corrective, reinforced by correct responses, and support self-regulated learning. Feedback is most effective when goals are clearly defined and was highly related to guiding the learner to promoting conceptual knowledge by using assessments in order to improve instruction. This source is useful in identifying performance advantages that take place due to the use of computerized assisted instruction. In addition, this source reflects the understanding and role that computer assisted instruction emphasizes on the role of interactivity, engagement, and feedback. Vogel-Walcutt, J. J., Carper, T. M., Bowers, C., & Nicholson, D. (2013). Using learners internal

Running head: ANNOTATED BIBLIOGRAPHY states to drive feedback decisions. Retrieved from: http://pro/sagepub.com/content/57/1/2086 This article is about the overall goal of learner assessments in identifying areas of skill and deficits in using information to develop future instruction and error corrections through the use of feedback. Researchers in this article have identified that feedback have small, but positive impacts on learning. Feedback has been classified as individualized and measures certain learner characteristics. Several characteristics can measure performance, observations, and self-reported data. Researchers have demonstrated that it is necessary for learners to progress from interest to engagement in order to transfer the knowledge in a meaningful way and making sure that the information is being absorbed and being processed effectively. This source provides learners with the necessary use for forming objective measures for assessing the internal states of the learner. An important component to providing targeted, effective feedback was an accurate assessment of the individual learners states in real time.