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Response to assessment feedback: the effects of grades, praise, and source of information
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Lipnevich, Anastasiya A.. Response to assessment feedback: the effects of grades, praise, and source of information. Retrieved from https://doi.org/doi:10.7282/T3ZG6SQT

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TitleResponse to assessment feedback: the effects of grades, praise, and source of information
NameLipnevich, Anastasiya A. (author); Smith, Jeffrey (chair); Penfield, Douglas (internal member); Beder, Hal (internal member); Valentine, Thomas (outside member); Rutgers University; Graduate School-New Brunswick
Date Created2007
Other Date2007 (degree)
SubjectEducation, Education, Higher, Academic achievement, Performance
Extentix, 185 pages
DescriptionThis study investigated the effects of differential feedback on students' learning progress. The first component of the study consisted of a randomized experiment which involved a large sample of college students working on an authentic learning task (writing an essay). The second component was a series of focus groups with selected participants. The experiment included three conditions: a group receiving no detailed feedback, a group believing their feedback was provided by the course instructor, and a group believing their feedback was computer-generated. Additionally, the three conditions were crossed with two factors of grade (grade/no grade) and praise (praise/no praise) resulting in a 3 x 2 x 2 experimental design. Blocking, based on students' writing ability, was used to assign students to the experimental conditions. After completion of the experiment, eight participants from each condition were recruited for participation in focus group discussions. The purpose of the focus groups was to corroborate, refute, or augment findings from the experiment.
The most pervasive and strongest finding of the study was that descriptive feedback specific to individual work is critical to students' improvement. Although less detailed forms of feedback, such as grades and general praise messages, led to enhanced performance, it was to a significantly lesser extent. When a grade from the instructor was added to descriptive feedback, it depressed students' performance. However, if praise was also provided, the negative effect of the grade was somewhat ameliorated. Overall, descriptive feedback was found to be most effective when given alone, unaccompanied by grades or praise.
Focus group data confirmed the results of the experiment by providing more information on the nature of differences in students' responses to differential feedback messages. The significance of the study lies in the application of its findings to classroom practice. Through better understanding of optimal assessment practices, educators will be better equipped to support meaningful learning by providing students with feedback that leads to learning progress.
NotePh.D.
NoteIncludes bibliographical references (p. 160-173).
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3ZG6SQT
LanguageEnglish
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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