Can Performance Feedback during Instruction Boost Knowledge Acquisition? Contrasting Criterion-Based and Social Comparison Feedback

Autor/inn/en	Kollöffel, Bas; de Jong, Ton
Titel	Can Performance Feedback during Instruction Boost Knowledge Acquisition? Contrasting Criterion-Based and Social Comparison Feedback
Quelle	In: Interactive Learning Environments, 24 (2016) 7, S.1428-1438 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2015.1016535
Schlagwörter	Foreign Countries; Secondary School Students; Vocational Education; Engineering Education; Males; Feedback (Response); Performance Based Assessment; Context Effect; Social Influences; Pretests Posttests; Outcomes of Education; Evaluation Criteria; Comparative Analysis; Competition; Cooperative Learning; Learning Processes; Scores; Achievement Gains; Trigonometry; Statistical Analysis; Problem Solving; Formative Evaluation; Summative Evaluation; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; Ausbildung; Berufsbildung; Ingenieurausbildung; Male; Männliches Geschlecht; Leistungsermittlung; Sozialer Einfluss; Lernleistung; Schulerfolg; Wettkampf; Kooperatives Lernen; Learning process; Lernprozess; Achievement gain; Leistungssteigerung; Trigonometrie; Statistische Analyse; Problemlösen; Niederlande
Abstract	Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to other students (social comparison feedback) or relative to an absolute criterion (criterion-based feedback). Thirty-four students in secondary vocational engineering education were randomly assigned to one of two conditions. In both conditions, students worked together in small groups. All groups completed a math learning task, during which they received either social comparison feedback or criterion-based performance feedback. The findings showed that the type of feedback had a strong effect on learning outcomes: the post-test scores and gains of students in the social comparison condition were significantly higher than those of students in the criterion-based feedback condition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01