Insights Into Learners’ Feedback Processing in Inclusive Secondary Mathematics Education: An Empirical Examination (Poster 17)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

Formative assessment poses an opportunity to account for heterogeneous learners’ needs in inclusive education. However, findings in the literature regarding the effectiveness of formative assessment are inconsistent. Recent publications discuss the use and perception of the feedback component of formative assessment as a reason. This article presents a randomized pre- post-intervention study with inclusively schooled seventh graders analysing students' feedback processing. For this purpose, we investigated effects of learner’s initial states on their responses to elaborated and knowledge of result feedback and a subsequently link on achievement. The results imply that elaborated feedback leads to more processing activities among the students. However, an effect of students’ responses to feedback on post-test achievement was only evident for an elaborated feedback variant.

Authors

• Fynn Töllner, Leuphana University - Lueneburg

• Poldi Kuhl, Leuphana University - Lueneburg

• Michael Besser, Leuphana University - Lueneburg