College Students' Responses to Automated Feedback on Self-Regulated Learning

• In Event: Student Experiences With Classroom Assessment

Abstract

Research has focused what counts as good feedback and how to give it, yet little is known about how students respond to feedback and if it serves its intended purposes. This paper uses a model of the internal mechanisms of feedback processing as a framework to investigate how students respond to expert validated, automated feedback on their self-regulated learning (SRL) skills. Data are students’ essays collected from newly enrolled, traditional and non-traditional college students who were prompted to reflect on and summarize results of a self-report SRL survey and feedback, identify strategies for improving their SRL, and commit to using them. Qualitative content analysis was used to analyze 29 essays. The results reveal how students responded to feedback.

Authors

• Elie Chingyen Yu, University at Albany - SUNY
  Presenting Author

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

• Heidi L. Andrade, University at Albany - SUNY
  Non-Presenting Author

• David W. Franklin, Diagnostic Assessment and Achievement of College Skills (DAACS)
  Non-Presenting Author

• Diana Akhmedjanova, National Research University "Higher School of Economics"
  Non-Presenting Author

• Jason Bryer, City University of New York
  Non-Presenting Author