Influences on Students' Uses of Classroom Examination Feedback.

Autor/inn/en	Bender, Timothy A.; Standage, Tamra Holmes
Titel	Influences on Students' Uses of Classroom Examination Feedback.
Quelle	(1992), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; College Students; Error Correction; Feedback; Higher Education; Individual Characteristics; Performance; Sex Differences; Student Attitudes; Student Motivation; Teacher Response; Tests + Suchen Sie Ihr Suchwort? Schulleistung; Collegestudent; Korrektur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Achievement; Leistung; Sex difference; Geschlechtsunterschied; Schülerverhalten; Schulische Motivation; Lehrerkommentar; Examination; Prüfung; Examen
Abstract	This study explored the effects of a combination of student and feedback characteristics on the postfeedback performance of Southwest Missouri State University undergraduate students in a classroom-like situation. The subjects were 26 male and 43 female students enrolled in 3 large sections of Introductory Psychology with all sections taught by the same female instructor. The procedure was as follows: (1) all students answered two questionnaires on the first day of class; (2) exams were administered approximately once every 3 weeks; (3) students were given a chance at voluntary feedback before the second exam; (4) feedback was provided to subjects in groups of 10 to 15 on the day following the second exam; and (5) 48 hours later, students received a readministration of the second exam. Results found a consistent pattern emerging for gender differences with males more motivated by grades, more likely to view exam feedback as a form of teacher control and generally more extrinsically motivated than females. It was also found that feedback was more effective for the higher- than the lower-achieving students. When data were reanalyzed with achievement level as a covariate gender differences disappeared. In addition the students with high expectations and a learning-orientation were particularly good users of feedback. Included are 11 figures and 9 references. (JB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01