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Permanent link (DOI): https://doi.org/10.7939/R39883161

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Learning choices predict high-school students’ memory for critical feedback Open Access

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Author or creator
Cutumisu, M.
Schwartz, D. L.
Additional contributors
Subject/Keyword
Critical feedback
Students
Learning
Type of item
Conference/workshop Poster
Language
English
Place
Time
Description
Students’ learning choices, such as seeking critical feedback or revising their work, provide insights into the learning processes that unfold when students learn on their own. This research aims to characterize high-school students who choose to seek critical feedback and to revise posters in a digital choice-based assessment game. Ninety-two students from a Western US high school were sampled. A two-step clustering method was employed to automatically identify student groups based on students’ choices in the game. Results showed that two good-quality clusters were identified: students with a low frequency of choosing to seek critical feedback and to revise (50% of students) and students with a high frequency of choosing to seek critical feedback and to revise (50% of students). A one-way ANOVA analysis was conducted to compare students’ memory for critical feedback between the two clusters. Results showed that students in the high frequency cluster of choosing critical feedback and revising remembered significantly more critical feedback than students in the low frequency cluster of choosing critical feedback and revising. Moreover, this model constitutes a better fit for the data [F(2,89) = 4.11, p < .05] than the previous model obtained via a standard linear regression analysis employed to predict students’ memory for critical feedback using students’ choices [F(2, 89) = 20.99, p < .001]. This result suggests that choosing to seek critical feedback and to revise are good choices for improving students’ memory for critical feedback.
Date created
2016
DOI
doi:10.7939/R39883161
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© 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). Learning choices predict high-school students’ memory for critical feedback. London International Conference on Education Proceedings, (), .
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