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| 121 |
A Cross-Cultural Adaptation and Validation of a Second-Language (L2) Motivation Instrument in South Korea
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In: Sustainability; Volume 13; Issue 18; Pages: 10333 (2021)
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| 122 |
Understanding and Supporting the Confucian Heritage Culture International Students in Victorian Independent Schools: A Perspective of School Leaders
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In: Social Sciences ; Volume 10 ; Issue 10 (2021)
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| 123 |
Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom
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In: Education Sciences; Volume 11; Issue 12; Pages: 808 (2021)
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| 124 |
Students’ Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language
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In: Languages; Volume 6; Issue 4; Pages: 203 (2021)
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| 125 |
Exploring the Relationship between Saber Pro Test Outcomes and Student Teacher Characteristics in Colombia: Recommendations for Improving Bachelor’s Degree Education
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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| 126 |
Predicting the Intention to Use Technology in Education among Student Teachers: A Path Analysis
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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| 127 |
Student Teachers’ Sustainable Behavior
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In: Education Sciences; Volume 11; Issue 12; Pages: 789 (2021)
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| 128 |
The Topic of the Ideal Dairy Farm Can Inspire How to Assess Knowledge about Dairy Production Processes: A Case Study with Students and Their Contributions
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In: Processes ; Volume 9 ; Issue 8 (2021)
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| 129 |
Experiences and Challenges of an English as a Medium of Instruction Course in Taiwan during COVID-19
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In: International Journal of Environmental Research and Public Health; Volume 18; Issue 24; Pages: 12920 (2021)
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| 130 |
Student Learning Approaches: Beyond Assessment Type to Feedback and Student Choice
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In: Education Sciences ; Volume 11 ; Issue 9 (2021)
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Abstract:
Student Approaches to Learning (SAL) have been the focus of much research, typically linking different approaches, e.g., surface and deep, to different assessment types. However, much of the previous research has not considered the different conditions under which different types of assessment occur and the different types of feedback they typically attract. In the current study, UK university students were allocated to one of two assessment conditions (Multiple Choice Questions (MCQs) or short essay). Half of the participants were then given the choice of receiving a grade or written feedback, whilst the other half were randomly allocated to one of the two feedback types. Participants were required to learn specific material and complete an assessment. Study time, assessment time, grade and notetaking approaches were analysed along with SAL, measured using the Study Process Questionnaire. Results indicated that participants performed better when they completed MCQs and expected to receive written feedback. There were no significant differences in feedback preferences between the two assessment types. There was no relationship between assessment, feedback type and SAL, however, interaction effects suggest that where students have a choice, those who choose written feedback exhibit deeper learning. This study is the first to demonstrate, albeit in an artificial learning activity, that the type of feedback students expect to receive may impact on their outcomes and the SAL in advance of receiving the feedback. Furthermore, the relationship between feedback and SAL may be moderated by student choice. Whilst further research is needed, this study indicates that the relationship between assessment, feedback and choice is complex.
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Keyword:
feedback; learning approaches; student choice; Study Process Questionnaire (SPQ)
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URL: https://doi.org/10.3390/educsci11090468
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| 131 |
The Perceptions of High School Choral Students Regarding Sight-Singing Using Solfege Syllables and Hand Signs
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In: Doctoral Dissertations and Projects (2021)
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| 133 |
From Taking Ownership to Decolonization: Looking Back Over Five Decades of Indigenous Post-secondary Education in Quebec
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| 134 |
An Examination of Faculty and Staff Collaboration and Relationships in Higher Education
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In: Electronic Theses and Dissertations (2021)
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| 135 |
Teacher Strategies to Maintain Rapport in Elementary Classrooms
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In: Georgia Educational Research Association Conference (2021)
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| 136 |
Defining Intercultural Competence: How Four Pre-service Teachers Developed a More Complex Understanding of ICC
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In: Leadership, Technology, and Human Development Faculty Publications (2021)
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| 137 |
No Place Like Home: The Coming Out Experiences of Gay Men in Student Affairs and Higher Education Preparation Programs
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In: Georgia Journal of College Student Affairs (2021)
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| 138 |
Intégrer la réalité virtuelle dans les formations d’enseignants en langues : Dispositif innovant immersif inscrit dans un paradigme enactif
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| 139 |
METHODOLOGICAL APPROACHES TO IMPROVEMENT WORKING WITH TEXTS BY SPECIALTY TEACHING A FOREIGN LANGUAGE ...
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| 140 |
METHODOLOGICAL APPROACHES TO IMPROVEMENT WORKING WITH TEXTS BY SPECIALTY TEACHING A FOREIGN LANGUAGE ...
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