"provision of feedback" is a correct and usable phrase in written English.
It means the act of giving feedback or providing comments, suggestions, or evaluations on something. You can use it in any situation where you want to describe the action of giving feedback. Example: The teacher stressed the importance of the provision of feedback in helping students improve their writing skills.
Ferris (2009) advised provision of feedback which focuses on both form and content.
Experiment 2 (n=80) employed visual warning stimuli only and crossed the provision of feedback with task difficulty.
Another relevant approach is the provision of feedback to students' work relative to plagiarism before final submission of the work (Barrett & Malcolm, 2006).
Experiment 1 (n=120) crossed warning stimulus modality (acoustic, visual, and tactile) with the provision of feedback in a between subject design.
Since assessment is an important issue in education, provision of feedback on essays of students is an integral element of the teachers' pedagogy and should be clearly incorporated in the curriculum.
In recent years, the advancement in artificial intelligence has further enabled human-machine collaboration in language teaching and assessment, particularly, in the area of automated scoring of open-ended speaking and writing performances and automated provision of feedback for improvement.
The use of electronic health information technology (eHealth) in these settings is creating large-scale opportunities to automate performance measurement and provision of feedback to individual healthcare providers, to support clinical learning and behavior change.
Common elements of successful international approaches include a covert nature, the use of a method to visually identify and highlight deficiencies in the cleaning of high touch objects (HTOs) and the provision of feedback and education before re-evaluation.
When classifying research objectives, Papamitsiou and Economides found that the majority of studies in their review investigated issues related to student/student behaviour modelling and prediction of performance, followed by increase in reflection by students and teachers and awareness for the need for improvement following the provision of feedback and assessment services.
The context of the study is not to focus on corrective feedback as meant to comment on the writing skills of second language learners but to investigate the disposition of language and non-language professors in their provision of feedback on the essay of their students.
Likewise, perceived drugs availability (mean diff. = 2.27; p < 0.0001); provision of feedback on client complaints (mean diff. = 2.02, p < 0.0001), and net promotor score (mean diff. = 2.02; p < 0.0001) were found to have improved significantly during the second round of assessment.
