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Permanent link (DOI): https://doi.org/10.7939/R3V11VV0W

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An Experimental Test of the Learning Errors and Formative Feedback (LEAFF) Model: Creating Positive Learning and Assessment Environments for Students Open Access

Descriptions

Other title
Subject/Keyword
Classroom Environment
Measurement
Formative Feedback
Learning Errors
Assessment
Trust
Affective and cognitive variables
Learning and achievement performance
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Bustos Gomez, Maria Clara
Supervisor and department
Jacqueline P. Leighton (Educational Psychology)
Examining committee member and department
Buck, George (Educational Psychology)
Dunn, William (Secondary Education)
Department
Department of Educational Psychology
Specialization
Measurement, Evaluation and Cognition
Date accepted
2013-08-29T16:09:02Z
Graduation date
2013-11
Degree
Master of Education
Degree level
Master's
Abstract
The Learning Errors and Formative Feedback [LEAFF] model is a three-part learning and assessment framework that is designed to create safe learning and assessment environments for students. This paper reports an experimental test of the first part of the model, namely, a manipulation of an instructional variable expected to alter the Instructional Climate for students. Specifically, a Learning Errors Intervention [LEI] was embedded in a one-hour Elementary Statistics lecture and was treated as a between-group variable. One hundred and one undergraduate students were randomly assigned to either the LEI (n=51) condition or a control condition (n=50). Statistical analyses, conducted on cognitive and affective measures collected during and at the end of the lecture, supported predictions derived from the LEAFF model on the positive effect of the LEI on students’ feelings of safety, trust in the instructor, and increased likelihood of indicating areas of confusion with the content.
Language
English
DOI
doi:10.7939/R3V11VV0W
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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