Date of Graduation
Eberly College of Arts and Sciences
Claire St. Peter
Written and graphical feedback may be useful tools for supporting instructors because they require fewer scheduled meetings and provide instructors with permanent performance records. Although written and graphical feedback have been effective at improving some skills (e.g., use of praise), little is known about efficacy across a wider array of skills or about teacher preferences for these feedback types. Study 1 evaluated use of written and graphical feedback to increase opportunities to respond (OTRs) provided by three instructors of equine-assisted activities and therapies. Feedback increased OTRs for all three instructors. Additionally, all instructors showed untaught increases in praise when receiving feedback for OTRs. Study 2 evaluated instructor preferences for no feedback, written feedback, graphical feedback, and a combination of written and graphical feedback. Instructors almost exclusively preferred written and graphical feedback.
Shuler, Natalie Jones, "Evaluating Use and Preference for Performance Feedback to Teach Instructional Strategies" (2020). Graduate Theses, Dissertations, and Problem Reports. 7587.