Examining Students' Strategies for Processing and Using Feedback: A Think-Aloud Study

• In Event: Literacy Strategies and Interventions: Reading and Text Comprehension

Abstract

Although feedback has great potential for helping students learn, this potential is not always reached due to students not utilizing the feedback as intended. The current study utilized a think-aloud protocol to explore the cognitive strategies undergraduate students used when processing their feedback on a class assignment. Students primarily employed low-level general text processing skills. High-level skills such as monitoring, inference making and self-regulation were used less frequently. Our results provide evidence that students may lack strategies to utilize feedback productively; thus limiting the overall utility of the feedback. Instead, students tend to use feedback indirectly and passively, seeing it as a text to read without a need to connect it to their actual work or other feedback they received.

Authors

• Changyoon Byun, University of Minnesota
  Non-Presenting Author

• Chris Steadman, University of Minnesota
  Non-Presenting Author

• Ashley Hufnagle, St. Catherine University
  Non-Presenting Author

• Shelby Weisen, University of Minnesota
  Non-Presenting Author

• Devina Christianti, University of Minnesota
  Non-Presenting Author

• Alexandra Troy, University of Minnesota
  Non-Presenting Author

• Indah Wahyuni, University of Minnesota
  Non-Presenting Author

• Jaclyn Jeanette Stewart, University of British Columbia
  Non-Presenting Author

• Martin Van Boekel, University of Minnesota
  Presenting Author