대학 교양수업 발표의 피드백 방안

김남미 한말연구학회 2010 한말연구 Vol.- No.26

The objective of this paper is to propose a feedback method for presentations made in the liberal arts class. The feedback method proposed in the paper is divided into two feedbacks: pre-presentation feedback and post-presentation feedback. Pre-presentation feedback is for an overall preparation process where a learner plans and prepares the presentation. Based on the presentation proposal submitted, a professor prepares the feedback in terms of relevance and validity of planned items. In addition, the feedback can be provided whether proposed strategies are properly reflected in the preparation process. Pre-presentation feedback may employ face-to-face feedback or/and online feedback. Post-presentation feedback includes the presentation evaluation and areas to be improved. Post-presentation feedback may utilize written feedback, face-to-face feedback, and online feedback. The source of written feedback is the evaluation prepared by a professor and the audience during presentation. After the presentation, members involved in the presentation have a face-to-face correction session with a professor based on the evaluation sheet. After the feedback, the members post feedback results including self-feedback in cyberspace, sharing post-presentation performance with other learners. These feedback processes can help learners, in the process of objective-oriented speaking practice, identify their ability and improve it.

생활체육 수영지도자의 피드백 유형이 지도자 신뢰 및 운동몰입에 미치는 영향

손태환,조욱상 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.3

목적 이 연구는 생활체육 수영지도자들이 제공하는 피드백 유형이 참여자의 지도자 신뢰와 운동몰입에 미치는 영향을 분석하는데그 목적이 있었다. 방법 이를 위해 수도권에 소재한 생활체육 수영장에 등록되어있는 성인 350명을 대상으로 설문조사를 실시하였으며 변인 간 상관관계분석, 다중회귀분석, 매개효과분석을 진행하였다. 결과 본 연구 결과 첫째, 생활체육 수영지도자의 피드백 유형, 지도자 신뢰, 운동몰입은 유의미한 상관관계가 있었다. 둘째, 생활체육 수영지도자가 제공하는 피드백 유형은 참여자의 지도자 신뢰에 영향을 주는 것으로 나타났다. 셋째, 생활체육 수영지도자가 제공하는 피드백 유형은 참여자의 운동몰입에 영향을 주는 것으로 나타났다. 넷째, 생활체육 수영지도자의 피드백 유형과 참여자의 운동몰입 간 지도자 신뢰는 매개효과가 있었다. 결론 이상의 결과를 바탕으로 생활체육지도자의 피드백 유형은 생활체육 수영참여자의 지도자 신뢰, 운동몰입에 긍정적인 영향을주는 점에서 매우 중요한 요인임을 검증하였다. Objectives The Purpose of this study is to identify how much participants are satisfied and their exercise sustainability increases when sports for all instructors provide certain types of feedback. Methods The sampling methods used in the study is the judgment sampling which is the method of extracting samples after selecting sports for all swimming participants, who are currently enrolling in the swimming classes in Seoul, and distributed 320 questionnaires. In the actual analysis, the researcher analyzed 300 questionnaires excluding 20 questionnaires which were in discord with the question or missing some part of investigation contents. The analysis methods used in the study are SPSS 29.0 program and AMOS program. Frequency Analysis is used to analyze the respondents’ general characteristics. Exploratory factor analysis and reliability analysis are used to define the questionnaires about sports for all swimming instructors’ Feedback type, sports for all swimming participants’ instructors Trust and Sport Flow. Moreover, t-test and one way-ANOVA are used to identify the differences between these three variables. After that, correlation analysis is used to clarify correlations between three variables and which variables affect which variables. Results There was no significant difference in Sports for all swimming participants’ general characteristics by Sports for all swimming Instructors’ Feedback Type, Instructors Trust, and Sport Flow. The correlation of Sports for all swimming Instructors’ Feedback Type and Instructors Trust showed a positive correlation. Also, Instructors Trust and Sport Flow showed a statistically positive correlation. As a result of clarifying the effect of sub-factors of Sports for all swimming Instructors’ Feedback Type on sub-factors of Instructors Trust, it showed that positive general feedback performance knowledge feedback, and positive non-verbal feedback have an positive effect on sub-factors of Instructors Trust(p<0.05), while negative non-verbal feedback did not as well as in the analysis of The effect of sub-factors of Sports for all swimming Instructors’ Feedback Type on sub-factors of Sport Flow. As a result of analyzing the effect of sub-factors of Instructors Trust on sub-factors of Sport Flow, it appeared that diligence(p<0.023), openness(p<0.008), altruism(p<0.037) affecting cognitive commitment, and consistency(p<0.056) and ability(p<0.06) did not. Conclusions Firstly, there is no major difference on Instructors Trust and Sport Flow by gender, Sports for all swimming careers and frequency of exercise. Secondly, Sports for all swimming instructors’ Feedback Type has a partial effect on participants’ Instructors Trust. Specifically general positive feedback, performance knowledge feedback, and positive non-verbal feedback had a positive effect on consistency, ability and openness which are sub-factors of Instructors Trust, while negative verbal feedback had a negative effect on those three sub-factors. However, there is no effect on diligence and altruism, which are sub-factors of Instructors Trust, at all.

체중이동 과제 학습시 효과적인 운동학적 되먹임 유형과 상대적 빈도

차승규,박소연,정진호,김영호 한국전문물리치료학회 2000 한국전문물리치료학회지 Vol.7 No.1

Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after ever other trial (50% feedback). Immediate and delayed (24 hous) retention tests were performed without feedback. During ascquistion phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. these results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.

피드백 및 학생실수에 대한 중등교사의 인식과 피드백 수행의 관계

오문정,박용한 한국교육방법학회 2020 교육방법연구 Vol.32 No.2

The purpose of the present study was to examine the differences in secondary-school teachers’ feedback practice, beliefs about feedback, and beliefs about student error by their teaching subject field. In addition, the study explored how teachers’ beliefs about feedback and student error predicted their feedback practice. For those purposes, data from 294 middle and high school teachers were analyzed using descriptive statistics, correlation, one-way ANOVA, and multiple regression. Results are as follows. First, arts and PE teachers performed more ‘non-teacher feedback’, put more importance on ‘timeliness of feedback’ and ‘self-regulated feedback’, and showed a higher level of ‘competence about student error’ and ‘reflection about student errors’ than humanities and social science teachers. Second, teachers’ belief about feedback as ‘accountability’ positively predicted all four types of feedback practice (i.e., non-teacher feedback, formative feedback, protective evaluation feedback, and parent reporting feedback). Third, teachers’ belief about feedback as ‘learning improvement’ negatively predicted ‘teacher protective evaluation feedback’. Fourth, teachers’ tendency of covering up student errors positively predicted ‘non-teacher feedback’, whereas teachers’ perception of student error as strain positively predicted ‘protective evaluation feedback’ and ‘formative feedback’. Also, teachers’ challenging attitude toward student errors negatively predicted ‘parent reporting feedback’. Results of this study confirmed the importance of teachers’ perception of feedback as their primary role and showed that teachers’ feedback practice would be affected by how they perceived student errors. In conclusion, these results suggest that teachers should enhance their awareness about the positive effects of feedback and error in teaching and learning situations in order to increase various forms of teachers’ feedback practice. 본 연구는 중등교사의 전공계열에 따른 피드백 수행, 피드백 인식, 학생실수 인식에서의 차이를 살펴보고, 피드백 및 학생실수에 대한 교사의 인식이 이들의 피드백 수행을 어떻게 예측하는지를 탐색하고자 하였다. 연구문제를 검증하기 위해 3개 도시 중·고등학교 교사 294명으로부터 수집한 설문 결과를 일원분산분석 및 중다회귀분석 등의 방법을 통해 분석하였다. 연구 결과는 다음과 같다. 첫째, 예체능 계열 교사가 인문·사회 계열 교사보다 비교사 피드백 수행을 많이 하고, 자기조절 피드백과 피드백의 적시성을 중요하게 인식하고 있었으며, 학생실수에 대한 유능감과 고찰 수준이 높은 것으로 확인되었다. 둘째, 피드백에 대한 책무성 인식은 4가지 유형의 모든 피드백 수행(비교사, 형성적, 의례적, 학부모 피드백)을 정적으로 예측하였다. 셋째, 피드백에 대한 학습향상 인식은 의례적 피드백을 부적으로 예측하였다. 넷째, 학생의 실수를 숨기려는 교사의 태도는 비교사 피드백을 정적으로 예측하였고, 학생실수에 대한 부담은 형성적 피드백과 의례적 피드백을 정적으로 예측하였다. 또한 학생실수에 대한 도전적인 태도는 학부모 피드백을 부적으로 예측하였다. 이러한 연구 결과는 중·고등학교 교사들이 피드백을 교사의 역할로 인식하는 것의 중요성을 확인해 줄 뿐만 아니라, 교사가 학생의 실수를 어떻게 인식하는지에 따라서도 피드백 수행에서 차이가 나타난다는 것을 보여준다. 따라서 다양한 형태의 피드백을 더욱 활성화하기 위해서는 교수·학습 상황에서의 피드백 및 실수가 가진 긍정적인 효과에 대해 먼저 교사의 인식을 제고하는 것이 필요함을 시사한다.

대학 ‘글쓰기’ 교과에 활용 가능한 피드백의 특성과 방법

염민호,김현정 한국국어교육학회 2009 새국어교육 Vol.0 No.83

이 연구의 목적은 대학 교양교육과정 개선 사업의 핵심 교과로 인정받고 있는 ‘글쓰기’ 교과 운영에서 중시하는 피드백의 특성과 방법 등을 종합적으로 검토하는 데 있다. 이 연구는 질적 연구 방법에 속하는 ‘표적 집단 심층 좌담회’와 ‘수업 관찰’을 활용하여, ‘글쓰기’ 교과 운영에 실제로 활용 가능한 피드백 방법을 조사하여 분류하였다. 피드백의 개념, 구성 요인, 유형에 관한 검토 결과, 피드백의 개념은 학문 영역에 따라 달리 규정되며, 피드백의 본질적 특성은 피드백을 받는 개인의 성격, 메시지의 특성, 피드백을 주는 사람의 특성에 따라 다를 수 있다. 피드백 구성 요인으로는 피드백의 출처, 기능, 인지 등을 구분하여 논의했다. 피드백 유형은 피드백 성격, 영역, 차원, 주체로 구분했다. 마지막으로, ‘글쓰기’ 교과에서 활용 가능한 피드백 방법으로는 교수 피드백과 동료 피드백으로 구분하여 제시했다. 이 연구는 피드백의 구성 요인을 더 명확하게 밝히고, 수업 상황에 실제 활용 가능한 방법을 제시했다는 점에서 피드백 관련 지식과 기술에 대한 이해 및 활용의 폭을 넓히는 기회를 제공하고 있다. This study aims at comprehensively reviewing the characteristics and methods of feedback, which is highly valued in 'academic writing classes' as one of the core courses accelerating innovation in general education curriculum at major universities in South Korea. Employing 'focus group interviews' and 'class observations', the study identified and classified feedback methods available in academic writing classes. The study revealed that the concepts of feedback may be defined differently within academic disciplines and the essential characteristics of feedback may differ depending on the features of the person receiving feedback, the features embedded in the message, and the features of the person giving feedback. Also, the components of feedback, including sources, functions, and perceptions were discussed. The feedback styles were divided into four categories considering the style’s character, area, dimensions, and actors. The study further suggested two types of feedback, faculty feedback and peer feedback, which are available in academic writing classes. This research could contribute to understanding the knowledge and skills necessary for feedback by clarifying the major components of feedback and by suggesting practical methods of feedback available to academic writing classes.

다면평가 피드백 수용도 결정요인과 결과에 관한 연구

김정진(Jung Jin Kim),박경규(Kyung Kyu Par) 한국경영학회 2008 經營學硏究 Vol.37 No.4

Multi-source feedback system has recently become pervasive among Korean companies to enhance recipients competence th rough the self motivational feedback. Multi-source feedback system is an alternative to the traditional top-down employee appraisal system which has limit to support subordinates' development. It focuses on feedback which takes place from interactions with ones' supervisors. subordinates and peers. Indeed. employees in the competitive environment need information which Qualifications they need to achieve organizations' goal and performance requirements or what organizations expect from them. and what they should do to be the Qualified persons. In other words. today's employees increasingly need to identify where they can make improvements, which techniques and knowledge they need in order to explore information to future development. In this context, feedback has recently attracted attention. The primary goal of multi-source feedback is essentially to facilitate individuals' t raining and development by providing useful information collected from multiple perspectives in relation to performing about an individual's role. Accordingly, this feedback information to the appraisee can be served as a basis for identifying one's strengths and weakness. and engage in personal development. Past research indicates that people use feedback to evaluate products and the performance of others, but t hey also use it to gather information about appropriateness, quality, and acceptability in the evaluation of their own performance. Such information is then used to reaffirm one's belief that his or her actions are correct or to make adjustments if needed. Individuals actively assess the accuracy of a feedback message before making decisions to accept or reject it. Thus, feedback acceptance is a critical step for the effects of feedback on the receiver. as it moderates one's reaction to the feedback message. In this perspective, the core in the successful operation of multi-source feedback system is to effectively work feedback process with motivational function. and to facilitate changing employees' behavior by increasing feedback result acceptance of the constituencies. and improving performance of organization. Compared to traditional evaluation systems. multi-source feedback. which yields evaluation from multiple raters. can reduce the impact of the evaluation of specific persons who has a biased view against feedback recipients and is relatively acceptable to recipients because of the met hod's lower possibility of evaluation error. Korean companies have also introduced multi-source feedback to enhance subjectivity of performance ratings. However. Korean enter prises have had hard time to establish the system as it was rather recent when the system was introduced and. moreover. Korean companies lack the environment of performance feedback which is the key in multi-source feedback. In addition. most Korean companies deployed multi-source feedback as a supplemental method of traditional performance ratings. not for its original purpose of developing employees' capacity. Under the circumstances. little domestic studies have examined to address the feedback result acceptability and items of feedback of multi-source feedback process that is implementing substantial feedback. In this regard. this study investigated the impact of feedback characteristics on feedback acceptance and development orientation following multi-source feedback. In addition. this study aimed to identify the impact of self-efficacy on the relations between feedback acceptance and development orientation. Recipient s' feedback acceptance is closely related to a psychological state called self-efficacy. which can form recipients' developmental motivation following feedback acceptance. To collect the data for empirical ana lysis. 340 Questionnaires were distributed for about 4 weeks to feedback recipients working in 25 Korean companies which introduced multi-so

The Integrative Feedback Tool: Assessing a Novel Feedback Tool Among Emergency Medicine Residents

Gore Katarzyna,Schiebout Jessen,Peksa Gary D.,Hock Sara,Patwari Rahul,Gottlieb Michael 대한응급의학회 2023 Clinical and Experimental Emergency Medicine Vol.10 No.3

Objective: Feedback is critical to the growth of learners. However, feedback quality can be variable in practice. Most feedback tools are generic, with few targeting emergency medicine. We created a feedback tool designed for emergency medicine residents, and this study aimed to evaluate the effectiveness of this tool. Methods: This was a single-center, prospective cohort study comparing feedback quality before and after introducing a novel feedback tool. Residents and faculty completed a survey after each shift assessing feedback quality, feedback time, and the number of feedback episodes. Feedback quality was assessed using a composite score from seven questions, which were each scored 1 to 5 points (minimum total score, 7 points; maximum, 35 points). Preintervention and postintervention data were analyzed using a mixed-effects model that took into account the correlation of random effects between study participants. Results: Residents completed 182 surveys and faculty members completed 158 surveys. The use of the tool was associated with improved consistency in the summative score of effective feedback attributes as assessed by residents (P=0.040) but not by faculty (P=0.259). However, most of the individual scores for attributes of good feedback did not reach statistical significance. With the tool, residents perceived that faculty spent more time providing feedback (P=0.040) and that the delivery of feedback was more ongoing throughout the shift (P=0.020). Faculty felt that the tool allowed for more ongoing feedback (P=0.002), with no perceived increase in the time spent delivering feedback (P=0.833). Conclusion: The use of a dedicated tool may help educators provide more meaningful and frequent feedback without impacting the perceived required time needed to provide feedback.

온작품 읽기 수업 연구 -교사의 피드백 유형을 중심으로-

심영택,고미령,윤어진,박효진,조윤영 청주교육대학교 교육연구원 2022 학교와 수업 연구 Vol.7 No.1

This study is an analysis based on the nature of the Whole-work reading class (class factor), the teacher's class purpose and educational philosophy (teacher factor), and the viewpoint and focus on feedback (feedback factor). In this study, three types of feedback appearing in the Whole-work reading class, namely, the free-grazing feedback type, the problem-solving feedback type, and the trans-active feedback type, were derived. The free-grazing feedback type was characterized by allowing the students to take theinitiative in learning and grow themselves within the teacher's educational and psychological barriers. It was found that this type of teacher continued to show respect and trust to students' opinions, and acted as a facilitator for students to pursue literary inspiration and meaning in life through reading the whole-work. The problem-solving feedback type had the characteristics of allowing students to successfully achieve their academic achievement goals by learning problem-solving strategies through the teacher's active intervention and feedback. Teachers of this type recognized that it was the core role of teachers to deliver their problem-solving skills and methods to students through concrete demonstrations and meticulous feedback. The trans-active feedback type had the characteristics of allowing the teacher and students to share the leadership of the class in a horizontal relationship, and to allow the students to embody practical knowledge on their own. Teachers of this type recognized their role as providing instruction and feedback to enable teaching and learning to occur among students, and to align what students have learned with their lives.

초등수학 수업에서의 피드백 유형 및 학생의 반응

임태민 ( Tae Min Lim ),백석윤 ( Suck Yoon Paik ) 서울敎育大學校 初等敎育硏究所 2010 한국초등교육 Vol.20 No.1

일상적인 초등수학 수업 활동에서 교사가 학습자의 수학 학습에 대해 가하는 피드백을 유형화하고, 각 유형별 피드백에 대하여 학생의 반응을 분석하였다. 그 결과 초등수학 수업에서 교사가 사용하는 피드백 유형은 설명 및 수정, 비교 및 적용, 요약 및 재진술, 칭찬 및 격려, 단순 긍정, 비난 및 질책, 단순 부정의 피드백으로 구분 가능하였다. 이러한 교사의 각 유형별 피드백에 대해 학생은 동일 유형의 피드백임에도 이를 받아들이는 학생 개인별 요인에 따라 다른 반응을 나타내는 것으로 분석되었다. 실제 교사가 사용하는 피드백 유형으로는 칭찬 및 격려의 피드백 사용 빈도가 제일 낮았고, 교사 개인에 따라 피드백 유형의 사용에 있어 편중된 경향이 나타났다. 특히 학생이 수행한 학습 결과에 대한 내용면과 직결된 피드백이 부족한 것으로 나타났다. This research organizes the methods with which detailed feedback is provided to the students` learning of math when it comes to the teachers` everyday math class related activities by the type of feedback, and analyzes the reaction of the students who receive teachers` feedback to draw out implications for the improvement of the math and teaching and learning processes. The following research results were obtained accordingly. The types of feedback used by the teachers in the mathematics classes were explanatory and correction feedback, comparative and application feedback, summarizing and re-declaration feedback, commendation and encouraging feedback, simple positive feedback, criticism and admonishing feedback and simple negative feedback. The conclusions reached by the above mentioned research results are as follows. First, students` reaction differed by individual even when feedback was of the same type. Second, frequency of usage for the commendation and encouraging feedback was very low. Third, individual teachers tended to use certain type of feedback more than others. Fourth, feedback that provides details on the result attained by students was rather lacking.

An Investigation of EFL Learners’ Formative Feedback to Peer Writing : Feedback Patterns and Their Perceptions

Jyi-yeon Yi CHONGSHIN UNIVERSITY 2020 CHONGSHIN REVIEW Vol.25 No.-

As the need of English writing has increased nowadays, the teaching and assessment of writing have been done in various levels of educational institutes in Korea.As for them, it is expected to give a form of feedback to the writing. Given that the more emphasis in English teaching is put on the facilitation and collaboration rather than one-way directive teaching from the teacher and competitive relationship between learners, it can be desirable to give formative feedback to writings rather than corrective feedback. This study, therefore, aimed at finding out Korean EFL undergraduate learners’ perceptions of formative feedback and exploring the patterns observed in their feedback. 12 undergraduate students were asked to do write three pieces of writings on given topics by the researcher every three week between March and May in 2010 and to give a formative feedback to one of peer writings which were arranged by the researcher. Also, they were asked to answer the questionnaire to reveal what they found the formative feedback. The results showed that they focused on content, overall organization, for formative feedback. They commented the merits as well as demerits of corrective feedback, but many of them showed preference to formative feedback. Based on the results, pedagogical implications were presented.