Inside the Next Black Box
Examining Students’ Responses to Teacher Feedback in a Formative Assessment Context
Bibliographic Data
| ID | 22164192 |
|---|---|
| Authors | Angela M Lui (0000-0002-5089-5450, University at Albany, State University of New York, corresponding author), Heidi Andrade (0000-0003-4580-606X, University at Albany, State University of New York), Heidi L Andrade |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-03-31 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.751549 |
| OpenAlex | W4221030647 |
| Language | EN |
| Citations received | 9 |
| References cited | 69 |
Attempts to explain inconsistencies in findings on the effects of formative assessment and feedback have led us to study the next black box: how students interpret and subsequently use formative feedback from an external source. In this empirical study, we explore how students understand and process formative feedback and how they plan to use this information to inform next steps. We present findings from a study that examined students’ affective and cognitive responses to feedback, operationalized as emotions, interpretations (i.e., judgments, meaning making, attributions), and decision-making. Relationships among these processes and students’ initial motivational states were also explored. Survey data were collected from 93 students of a 7th grade English/Language Arts teacher who employed formative assessment practices. The results indicate that students tended to have positive emotions and judgments in response to their teacher’s feedback and make controllable attributions. They generally made informative meaning of the feedback and constructive decisions about next steps. Correlational findings showed that (1) emotions, judgments, meaning making, and attributions are related; (2) judgments of and the meaning that students made about the feedback were most strongly related to decision-making about next steps; and (3) task value was the only motivation variable related to responses to feedback. We conclude with implications for research and practice based on the expected and unexpected findings from this study
Attribution · Cognitive psychology · Constructive · Empirical research · Formative assessment · Mathematics education · Operationalization · Peer feedback · Computer Science · Educational Assessment and Improvement · Psychology · Social Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
The Next Black Box of Formative Assessment
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions
Peer feedback in higher education
Exploring the moderating role of well-being on the adaptive link between self-assessment practices and learning achievement
Students' perceptions and outcome of teacher feedback
The effects of mathematical ability and motivational beliefs on students’ perceptions of feedback usefulness
Non-traditional learners’ immediate and delayed responses to anonymous peer feedback in online collaborative learning
The affective cost of miscalibration
Disclosing own reasoning while appraising the students’ reasoning
Protocol Analysis
Formative assessment
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Supporting Learners' Agentic Engagement With Feedback
The Power of Feedback Revisited
The Instructional Effect of Feedback in Test-Like Events
A review of feedback models and typologies
Subtle Linguistic Cues Affect Children's Motivation
Student perceptions of assessment feedback
On the definition of feedback
Feedback and Self-Regulated Learning
A meta-analytic examination of the goal orientation nomological net.
The role of goal orientation following performance feedback.
Assessment and Classroom Learning
Beyond valence
Formative assessment and the design of instructional systems
Focus on Formative Feedback
The Next Black Box of Formative Assessment
What is assessment for learning
Can we meet their expectations? Experiences and perceptions of feedback in first year undergraduate students
“Check the grade, log out”
The impact of formative feedback on the development of academic writing
‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it
The effects of feedback interventions on performance
Response Format in Writing Self-Efficacy Assessment
Do students value feedback? Student perceptions of tutors’ written responses
Teacher Feedback to Young Children in Formative Assessment
Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults
The Role of Assessment in a Learning Culture
The Power of Feedback
Student conceptions of feedback
Formative assessment and self-regulated learning
How to Study Thinking in Everyday Life
| Citations per year | 2.25 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |