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. Students completed an activity, were given authentic feedback on their assignment, and recalled 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. Overall, students' recall across all feedback categories was very low compared to the amount of feedback units given by the instructor. We also saw a pattern of students “transforming” the more generalizable feedback they originally received to more task-specific feedback at recall. Practical implications of these findings are discussed.
| Original language | English (US) |
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| Title of host publication | International Collaboration toward Educational Innovation for All |
| Subtitle of host publication | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
| Editors | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
| Publisher | International Society of the Learning Sciences (ISLS) |
| Pages | 897-900 |
| Number of pages | 4 |
| ISBN (Electronic) | 9781737330653 |
| State | Published - 2022 |
| Event | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, Japan Duration: Jun 6 2022 → Jun 10 2022 |
Publication series
| Name | Proceedings of International Conference of the Learning Sciences, ICLS |
|---|---|
| ISSN (Print) | 1814-9316 |
Conference
| Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
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| Country/Territory | Japan |
| City | Virtual, Online |
| Period | 6/6/22 → 6/10/22 |
Bibliographical note
Publisher Copyright:© ISLS.