Praise in Public, Criticize in Private? An Assessment of Performance Feedback Transparency in a Classroom Setting

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

“…Although we have described just one domain (e.g., grading) where each principles of procedural justice were applied, studies have demonstrated that students generally apply principles of procedural justice in domains such as attendance policy (Houston & Bettencourt, 1999), course work load (Horan et al, 2010;Rodabaugh, 1994;Whitley et al, 2000), make-up policies (Horan et al, 2010), missed work policies (Houston & Bettencourt, 1999), tests (Gordon & Fay, 2010;Houston & Bettencourt, 1999;Pepper & Pathak, 2008), feedback provision (Whitley et al, 2000), and sanctions for cheating on an exam (Duplaga & Astani, 2010). For example, Seevers, Rowe, and Skinner (2014) examined the transparency of feedback (i.e. public or private) and valence of feedback (positive or negative) on US students' perception of fairness.…”

Analysis of Prospective Physics Teachers� Feedback on Online Peer-Assessment Implementation

“…Feedback technique should also be considered to give a positive impact. Seevers, et al (2014) found the need to give positive feedback in public, and to give negative ones personally to positively affect students. The importance of effective feedback was also highlighted by Conroy, et al (2009) which emphasizes the importance of appropriate feedback to foster student potential.…”

“…The feedback should always get attention both in terms of strategies and time management to be adrresed. Various studies have shown that the teachers' feedback have a positif impact on students' learning motivation, students' understanding, as well as the quality of student behavior (Akalin & Sucuoglu, 2015;Seevers, et al, 2014;McLaren, 2012;Auld, et al, 2010;Vojdanoska, et al, 2010;Conroy, et al, & Vo, 2009;Brosvic & Epstein, 2007;Brosvic, et al, 2005). The findings indicate that it is still important to invite lecturers in addition to giving students' right to assess their peers.…”

Excited, Proud, and Accomplished

“…Recently, Ackerman and Gross (2010) showed that assignment feedback that was provided in an effort to motivate students toward better performance required greater amounts of feedback but had a counterproductive effect on students' satisfaction with their performance, liking of an instructor, and perceptions of fairness (as compared with smaller amounts of feedback). Along similar lines, Seevers et al (2014) discovered that feedback valence (i.e., positive or negative discrepancy that results from comparison of students' performance relative to his or her goal) and feedback transparency (i.e., degree to which individual feedback is provided in full view of a receiver's peers) is nonetheless important. These authors demonstrated that instructors who desire to improve students' motivation need to consider communicating positive valence feedback in a public, transparent manner and negative feedback in a private, nontransparent manner.…”