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Permanent link (DOI): https://doi.org/10.7939/R36W96P5Z

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The relation between high-school students’ performance and feedback memory Open Access

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Author or creator
Cutumisu, M.
Schwartz, D. L.
Additional contributors
Subject/Keyword
Task performance
Feedback
Memory
Type of item
Conference/workshop Presentation
Language
English
Place
Time
Description
This paper describes a study that explores the relation between high-school students’ feedback choices, memory for these feedback choices, and task performance. Choices to seek confirmatory (positive) or critical (negative) feedback and to revise posters in a poster design task were collected from ninetytwo students from a Western US high school via Posterlet, a computer game assessment. A week following the study, the students were asked to recall the feedback phrases they encountered in Posterlet. Results show that the choices to seek critical feedback and to revise correlate with poster performance and with the amount of critical feedback remembered. A closer examination of the feedback value revealed that students’ choices to revise correlated with the amount of informative, rather than uninformative, feedback remembered. Implications of students’ feedback choices on their performance and feedback memory are discussed.
Date created
2016
DOI
doi:10.7939/R36W96P5Z
License information
Rights
© 2016. LICE-2016. This version of this article is open access and can be downloaded and shared. The original author(s) and source must be cited.
Citation for previous publication
Cutumisu, M., and Schwartz, D. (2016). The relation between high-school students’ performance and feedback memory. London International Conference on Education Proceedings, (), 80-85.
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