This paper is concerned with the definition and application of position, velocity, and acceleration performance information as feedback. Specifically, it examines individuals' affective, behavioral, and cognitive reactions to feedback frames over time and across two contrasting performance profiles. Repeated measures MANCOVA supported a performance profile x time interaction for state positive affect, task self-efficacy, satisfaction with performance, and goal commitment. Simple effects analyses indicated that participants' indicators of task motivation increased over time in the accelerating performance profile, but decreased over time in the decelerating performance profile. A three-way interaction between feedback frame, performance profile, and time was not supported as hypothesized.

This book is meant to be a supplement to a more detailed statistics textbook, such as that recommended for a statistics course in the social sciences. Also, as a reference book to refresh your memory about statistical concepts.

Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.