![]() Negative feedback indicates that a behavior or task was not performed correctly, thus indicating that a change of behavior is needed. Positive feedback is used to indicate that an expected or desired behavior was demonstrated, or to reinforce successive steps toward a goal. A feedback strategy is therefore needed to reduce the gap and enhance the appropriateness of self- assessment.įeedback can be categorized as positive or negative. However, a review on the literature of self-assessment compared with observed measures raised concerns about one’s limited ability to self-assess accurately. Self-assessment ability is one of the key elements of self-directed and performance-based learning, there is a need to measure students’ abilities to accurately self-assess their own performance. Students are given the opportunity for feedback to determine any performance gaps and to improve performance areas in which they might be expected to self-assess accurately. ![]() described feedback as “being specific information about the comparison between a trainee’s observed performance and a standard, given with the intent to improve performance”. Instructors should pay attention to providing feedback to students, taking into account the impact of positive or negative feedback.įeedback can enhance the student’s ability to perform a task and judge their own performance. ConclusionsĮvaluator’s verbal feedback exerts a significant influence on the accuracy of self-assessment as well as emotions and self-efficacy. While self-efficacy ( p < 0.001) and positive emotions ( p < 0.001) were significantly stronger in the PF group than in the NF group, negative emotions were significantly stronger in the NF group than in the PF group ( p = 0.001). The NF group demonstrated a more accurate self-rated assessment than the PF group ( p < 0.001). Chi-squared tests, Fisher’s exact tests, independent sample Student’s t tests, and Mann–Whitney nonparametric U tests, and Analysis of covariance (ANCOVA) were used to compare the baseline measurements of the demographic characteristics and the dependent variables between the PF and NF groups. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator’s and completed the survey for emotional response and self-efficacy. All participants completed the performance measure and then received a positive or negative feedback from an evaluator. A total of 110 participants were assigned randomly to a positive feedback (PF) group ( n = 58) and a negative feedback (NF) group ( n = 52). ![]() Second-year nursing students were recruited in a university in South Korea. This study was a quasi-experimental posttest design to examine the effects of an examiner’s positive and negative verbal feedback on the accuracy of self-assessment, emotional responses, and self-efficacy. However, little effort has been made to measure the effects of positive and negative feedback on the ability of self-rated assessment, affective responses, and motivation to learn in healthcare education. Feedback is an essential element in performance training. ![]()
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