“What’s Going on Inside Their Head?” Students Think Aloud While Processing Feedback and an Exemplar (Poster 30)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

Feedback is an essential part of the learning process, yet few studies have explored the cognitive processes used by students when reviewing authentic classroom feedback. Thus, we employed a think-aloud protocol where graduate students (N=35) reviewed assignment feedback with or without an exemplar. Participants who received both feedback and the exemplar not only engaged in high-level cognitive processing of their feedback and were more likely to make local inferences about the individual texts, they were also more likely to read all of the available texts, integrate information across them, and assess their performance. These findings suggest that inclusion of an exemplar may motivate students to more actively reevaluate their work, which may inform future feedback literacy research and interventions.

Authors

• Shelby Weisen, University of Minnesota

• Chris Steadman, University of Minnesota

• Martin Van Boekel, University of Minnesota