Investigating the Effects of Cognitive and Psychosocial Factors on Young Learners' Use of Cognitively Diagnostic Feedback

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

As we witness the unprecedented role of assessment in education, teachers seek diagnostic information about students’ strengths and areas for improvement in target skills. Currently, there is a paucity of empirical research that explains the mechanism of how feedback from assessment interacts with the learners’ mind. There is a great need of insights into how students’ affect and goal orientations influence their perceptions and use of feedback. In this paper, we report a mixed methods investigation into the effect of diagnostic feedback on learner cognition and psychology. We offer detailed accounts of how their plans for future learning based on feedback is greatly influenced by such dynamic interactions among multiple learner traits.

Authors

• Eunice Eunhee Jang, University of Toronto

• Clarissa Lau, University of Toronto

• Megan Vincett, University of Toronto

• Edith van der Boom, University of Toronto - OISE

• Gina Park, University of Toronto - OISE

• Maggie Dunlop, University of Toronto - OISE