Preference for Quantitative and Qualitative Forms of Performance Feedback

Alexis D. Humphreys*, Cory Whirtley and Claire C. St. Peter, Department of Psychology, West Virginia University, Morgantown, WV 26506

Field (Broad Category): Psychology (Behavioral & Social Sciences) 

Student’s Major: Psychology 

The purpose of our study was to evaluate adults’ preference for different forms of performance feedback (PF). PF is defined as information provided to a trainee about past performance. Although different methods of PF have been effective at helping people acquire new skills, less is known about the type of PF strategies that trainees prefer or enjoy. We conducted two experiments using within-subject designs in which we trained undergraduate participants to implement common clinical tasks in a laboratory. During the first half of each session, we provided either qualitative (i.e., written descriptions) or quantitative (i.e., percentage of correct components) feedback following each performance. Then, the participants chose the type of feedback they would like to receive following all subsequent performances. This allowed us to evaluate preference for the alternatives. In Experiment 1, the participants (n = 5) chose between summaries of their performance in the form of either (a) qualitative or (b) a checklist accompanied quantitative. In Experiment 2, the participants (n = 4) chose between either (a) qualitative or (b) quantitative without a checklist. Most of the participants in Experiment 1 (80%) and Experiment 2 (75%) preferred the quantitative feedback. These results may be useful for clinicians tasked with providing training to individuals that are acquiring new skills. 

Funding: Behavioral and Biomedical Sciences Training Grant 

Program/mechanism supporting research/creative efforts: WVU 497-level course