How Classroom Culture Regulates Students’ Perceptions of Self-Generated Feedback in University Mathematics: A Disciplinary Perspective

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Feedback as a Catalyst for Learning: Faculty Practices, Student Engagement, and Assessment Innovation

Abstract

This study examines how classroom culture regulates undergraduates' perceptions of self-generated feedback usefulness by focusing on disciplinary learning. Through an interview study, we reveal how mathematical norms create a paradox: while students recognize the metacognitive value of this feedback, they demand external validation due to sociomathematical norms of teacher authority and mathematical norms of binary correctness and rigor. Crucially, even proponents restrict self-feedback use to low-stakes contexts, revealing how disciplinary epistemologies override generic student assessment literacy principles. Our findings demonstrate how students negotiate these cultural factors when choosing feedback sources, with self-generated feedback being reserved for low-stakes contexts. The study advances student assessment literacy research by mapping how disciplinary classroom culture filters students' feedback perception and adoption processes.

Author

• Min Deng, The University of Hong Kong