Investigating Students' Memory for Feedback in a Naturalistic Classroom: A Preliminary Examination of Qualitative Data

• In Event: Memory and Learning

Abstract

The purpose of the present study was to examine students’ memory for academic feedback in a naturalistic classroom setting. We investigated whether introductory applied psychology students had differential recall for four types of feedback and whether there was a relationship between the types of feedback students recalled and their overall course performance. Students completed an activity, were given authentic feedback on their assignment, and were asked to recall that feedback one week later. Findings suggest that students had the lowest recall for the two types of feedback that theoretically stand to benefit them most, but students who performed better in the course recalled more of these types of feedback. Practical implications of these findings are discussed.

Authors

• Shelby Weisen, University of Minnesota - Twin Cities

• Ashley Shannon Hufnagle, University of Minnesota - Twin Cities

• Martin Van Boekel, University of Minnesota