College Students’ Responses to Feedback from a Diagnostic Assessment of Self-regulated Learning

• In Event: Innovative Cognitive Approaches to Learning and Assessment

Abstract

This study explores college students’ cognitive, emotional, and behavioral responses to feedback from an online diagnostic assessment of self-regulated learning skills. Using qualitative methods and a think-aloud protocol, we examined how seven students interpreted and reacted to personalized feedback, including descriptive text, dots as scores, and videos on suggested strategies. Findings revealed that students engaged cognitively by making judgments and attributions. Meaning-making frequently involved linking feedback to personal experiences. Emotional responses varied from appreciation to overwhelm. Few students made concrete decisions about next steps. Results underscore the complex interplay of interpretation, emotion, and motivation in feedback processing. Implications are discussed.

Authors

• Piet Wesling, University at Albany - SUNY

• Angela M. Lui, CUNY - School of Professional Studies

• Joseph Garofalo, University at Albany - SUNY

• Diana Akhmedjanova, National Research University "Higher School of Economics"

• Heidi L. Andrade, University at Albany - SUNY

• Jason Bryer, City University of New York