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An exploratory field study of students’ memory for written feedback comments

By Winstone, Naomi E..
UK : Talyor & Franics , 2024 .
296 p. , Feedback information can be a powerful influence on learning, yet there is currently insufficient understanding of the cognitive mechanisms responsible for these effects. In this exploratory study, students (N = 279) received teacher feedback on a practice exam paper, and a few days later we assessed the amount and type of feedback information they successfully remembered. Overall, students performed relatively poorly, recalling on average just 25% of the coded feedback comments they had received. We found that students were more likely to remember critique comments over praise, and more likely to recall critique that was process-focused rather than task-focused. In contrast with recent laboratory studies, though, we found minimal evidence of a memory advantage for evaluative critique over directive critique. We call for greater understanding and measurement of learners’ cognitive processing of feedback information, as a means to develop more robust scientific accounts of how and when feedback is impactful.

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Mapping oral feedback interactions in young pupils’ writing

By Winstone, Naomi E..
UK : Taylor & Francis , 2024 .
296 p. , The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils’ understanding and learning regarding their literacy skills. More knowledge about feedback interactions for young pupils as they write is needed. Thus, we wanted to investigate: What characterises oral feedback interactions in classrooms between teachers and young pupils while pupils write? Observations were collected using video recordings from 14 second-grade classrooms in Norway (pupils 7 years old). Seventy-two hours of video-recorded lessons were studied using thematic analysis. The results show a pattern where teachers praise general ability at the self-level and correct specific mistakes at the task level, less information about writing strategies is provided.

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A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

By Winstone, Naomi E..
UK : Taylor & Francis , 2024 .
296 p. , While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-assessment process has been a black box that recent research is trying to open. This study explored and integrated two data collections (secondary and higher education) that investigated students’ real actions while self-assessing, aiming to disentangle self-assessment into more precise actions. Our goal was to identify self-assessment processes and profiles to better understand what happens when students self-assess and to design and implement better interventions. By combining such data, we were able to explore the differences between secondary and higher education students, the effects of external feedback on self-assessment, and to propose a model of ideal self-assessment (SEFEMO). Using think-aloud protocols, direct observation and self-reported data, we identified six main actions (read, recall, compare, rate, assess, and redo) and four self-assessment profiles. In general, secondary and higher education students showed the same actions and very similar profiles. External feedback had a negative effect on the self-assessment actions except for the less advanced self-assessors. Based on data from more than 500 self-assessment performances, we propose a model of self-feedback.

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