Effects of feedback templates on student performance

dc.contributor.advisor	Honey, P. Lynne
dc.contributor.author	Russell, Ryley
dc.date.accessioned	2018-05-23
dc.date.accessioned	2022-05-31T00:00:51Z
dc.date.available	2022-05-31T00:00:51Z
dc.date.issued	2018
dc.description.abstract	We provided one of three types of feedback to students who performed poorly on short written assignments and provided an opportunity to revise and resubmit their work. Control feedback pointed out the main problems of the submission, ‘strong template’ feedback added an annotated example of a good assignment, and ‘weak template’ feedback added an annotated example of a poor assignment. “Strong” feedback led to a greater likelihood of a passing grade on resubmitted work, compared to weak or control feedback templates, but only when we accounted for student motivation. In fact, if a “less motivated” student received the strong template, they were 2.3 times more likely to be successful in their resubmission, but “more motivated” students were likely to be successful no matter what feedback they received.
dc.format.extent	393.35 KB
dc.format.mimetype	PDF
dc.identifier.doi	https://doi.org/10.31542/r.gm:1624
dc.identifier.uri	https://hdl.handle.net/20.500.14078/1193
dc.language	English
dc.language.iso	en
dc.rights	All Rights Reserved
dc.subject	templates
dc.subject	student performance
dc.subject	feedback
dc.title	Effects of feedback templates on student performance	en
dc.type	Undergraduate Thesis
dspace.entity.type

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