While students perceive feedback they provide is oriented to improve structural aspects of the task, analysing the feedback provided to their colleagues demonstrates that the main type of feedback is oriented to the improvement of task solving.
The article analyses the feedback models mobilised in scientific literature on the neuroendocrine processes regulating appetite.
Analyses form the feedback between requirements and design.
The length of the prompt text and options varies so extra space has been included to ensure they are displayed in the same position in order to make it possible to analyse finer-grained metrics for the feedback AOI (for example transitions between the three options).
Starting from this background, our research aims to analyse the type of feedback students provide in peer-assessment in group work projects, to investigate students' perception towards peer-feedback for the improvement of the learning process and finally to give suggestions to promote the effective use of peer -assessment in educational programs.
Qualitative data provided by the semi-structured interviews and open responses from the feedback questionnaires were analysed using Framework Analysis [ 14].
The response from the students is analysed by direct feedback and the final score of the students from the last academic year at the Biodevices discipline, including the students preferred subjects.
The feedback analysed confirms the results of previous studies, indicating that near-peer teaching is perceived as a valuable resource by students.
One-way general linear model analyses of variance evaluated the feedback type effects (none, auditory, visual) on rate, depth, and CPR performance data (percent correct compressions, average rate of compressions per minute, average depth of compressions, percent of compressions delivered at a depth of 38 mm or more, percent of compressions without full release of press and duty cycle).
To analyse the effects of scorecard feedback, we applied a standard 'difference in difference' technique.
