Honey, P. LynneRussell, Ryley2018-05-232022-05-312022-05-312018https://hdl.handle.net/20.500.14078/1193We 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.393.35 KBPDFenAll Rights Reservedtemplatesstudent performancefeedbackUndergraduate Thesishttps://doi.org/10.31542/r.gm:1624