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

  • Author / Creator
    Bustos Gomez, Maria Clara
  • 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.

  • Subjects / Keywords
  • Graduation date
    2013-11
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/R3V11VV0W
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for non-commercial purposes. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
  • Language
    English
  • Institution
    University of Alberta
  • Degree level
    Master's
  • Department
    • Department of Educational Psychology
  • Specialization
    • Measurement, Evaluation and Cognition
  • Supervisor / co-supervisor and their department(s)
    • Jacqueline P. Leighton (Educational Psychology)
  • Examining committee members and their departments
    • Dunn, William (Secondary Education)
    • Buck, George (Educational Psychology)