Presentation
How grader assessment feedback affects student self-regulation
Physics Education Research Conference
(2015)
Abstract
One aspect of a student's construction of knowledge instructors should be aware of is student self-regulation: an internal process by which students create an effective environment for learning. Instructor feedback, can be a powerful tool used to affect student self-regulation. Furthermore, constructivist-learning theory suggests that strong self-regulators are more efficient learners. Thus, instructors may be able to positively influence students' construction of knowledge by providing grader assessment feedback (GAF) that affects student self-regulation. I compared three different types of GAF used in introductory physics courses and investigated how students use of each GAF impacts student self-regulation. I present preliminary results from a quasi-experimental study indicating whether or not students use GAF and how their use of GAF affects student self-regulation. I will also present results suggesting if students respond differently to different GAF styles. This research will be conducted with undergraduate college students in calculus-based and algebra-based introductory-level physics courses.
Disciplines
Publication Date
Summer 2015
Location
College Park, MA
Citation Information
Cassandra Paul and A. Chase. "How grader assessment feedback affects student self-regulation" Physics Education Research Conference (2015) Available at: http://works.bepress.com/cassandra-paul/37/