Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information. Research Report. ETS RR-08-30

Autor/inn/en	Lipnevich, Anastasiya A.; Smith, Jeffrey K.
Titel	Response to Assessment Feedback: The Effects of Grades, Praise, and Source of Information. Research Report. ETS RR-08-30
Quelle	In: ETS Research Report Series, (2008), (65 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Feedback (Response); Information Sources; College Students; Essays; Writing (Composition); Predictor Variables; Grades (Scholastic); Recognition (Achievement); Student Improvement; Essay Tests; Scores; Evaluation Problems; Performance Based Assessment; Computer Assisted Testing; Student Motivation; Self Efficacy; Accuracy; Usability; Instructional Effectiveness; Questionnaires; Likert Scales; Multivariate Analysis; Statistical Analysis + Suchen Sie Ihr Suchwort? Information source; Informationsquelle; Collegestudent; Essay; Aufsatzunterricht; Schreibübung; Prädiktor; Notenspiegel; Soziale Anerkennung; Schriftlicher Sprachgebrauch; Leistungsermittlung; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg; Fragebogen; Likert-Skala; Multivariate Analyse; Statistische Analyse
Abstract	This experiment involved college students (N = 464) working on an authentic learning task (writing an essay) under 3 conditions: no feedback, detailed feedback (perceived by participants to be provided by the course instructor), and detailed feedback (perceived by participants to be computer generated). Additionally, conditions were crossed with 2 factors of grade (receiving grade or not) and praise (receiving praise or not). Detailed feedback specific to individual work was found to be strongly related to student improvement in essay scores, with the influence of grades and praise more complex. Overall, detailed, descriptive feedback was found to be most effective when given alone, unaccompanied by grades or praise. The results have implications for theory and practice of assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01