The Necessary Elements of (Automated) Feedback for Students' Writing

• In Event: Division C Section 1a Literacy Paper Session

Abstract

Students' writing can benefit from automated feedback, but not every feedback is effective. Studies often use pre-post designs and do not test the moderating effects of feedback characteristics. Therefore, it is unclear which parts of feedback are necessary to effectively promote writing. We present two experimental intervention studies (N = 345/236 high school students), variating the inclusion information on learning targets (Feed-Up), cues about the current state of the learning process (Feed-Back), and information about the next step (Feed-Forward) into the feedback. Results of both studies show that that only the joint inclusion of Feed-Up, -Back and -Forward leads to better text revisions compared to the control group. We discuss implication on feedback models and automated feedback research.

Authors

• Thorben Jansen, Leibniz Institute for Science and Mathematics Education
  Presenting Author

• Jennifer Meyer, Leibniz Institute for Science and Mathematics Education
  Non-Presenting Author

• Johanna Fleckenstein, Pädagogische Hochschule FHNW
  Non-Presenting Author

• Stefan Daniel Keller, Zurich University of Teacher Education
  Non-Presenting Author

• Andrea Horbach, FernUniversität in Hagen
  Non-Presenting Author

• Jens Moeller, University of Kiel
  Non-Presenting Author