Abstract
Across a variety of domains, formative feedback is often regarded as beneficial, if not crucial to learning. Yet studies show that this assumption does not always hold true: some types of feedback do not benefit learners. This symposium brings together researchers investigating how feedback can be optimized to maximize potential benefits. The four papers include studies investigating the effectiveness of feedback from various sources including expert, peer and automatically generated feedback in the domains of writing and math. The studies use a variety of methodological approaches including behavioral studies, eye tracking, and data mining. The discussion emanating from the results to be reported during the symposium will focus on how these empirical findings can help to inform feedback delivery in the classroom and how to more effectively design automated feedback.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1416-1425 |
| Number of pages | 10 |
| Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
| Volume | 3 |
| Issue number | January |
| State | Published - 2014 |
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ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education
Cite this
Making the most out of it : Maximizing learners' benefits from expert, peer and automated feedback across domains. / Wichmann, Astrid; McNamara, Danielle; Bolzer, Markus; Strijbos, Jan Willem; Fischer, Frank; Leiba, Moshe; Funk, Alexandra; Rummel, Nikol; Ronen, Michaela; Peters, Olaf; Narciss, Susanne; Korndle, Hermann; Roscoe, Rod; Varner, Laura K.; Snow, Erica L.; Quintana, Chris.
In: Proceedings of International Conference of the Learning Sciences, ICLS, Vol. 3, No. January, 2014, p. 1416-1425.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Making the most out of it
T2 - Maximizing learners' benefits from expert, peer and automated feedback across domains
AU - Wichmann, Astrid
AU - McNamara, Danielle
AU - Bolzer, Markus
AU - Strijbos, Jan Willem
AU - Fischer, Frank
AU - Leiba, Moshe
AU - Funk, Alexandra
AU - Rummel, Nikol
AU - Ronen, Michaela
AU - Peters, Olaf
AU - Narciss, Susanne
AU - Korndle, Hermann
AU - Roscoe, Rod
AU - Varner, Laura K.
AU - Snow, Erica L.
AU - Quintana, Chris
PY - 2014
Y1 - 2014
N2 - Across a variety of domains, formative feedback is often regarded as beneficial, if not crucial to learning. Yet studies show that this assumption does not always hold true: some types of feedback do not benefit learners. This symposium brings together researchers investigating how feedback can be optimized to maximize potential benefits. The four papers include studies investigating the effectiveness of feedback from various sources including expert, peer and automatically generated feedback in the domains of writing and math. The studies use a variety of methodological approaches including behavioral studies, eye tracking, and data mining. The discussion emanating from the results to be reported during the symposium will focus on how these empirical findings can help to inform feedback delivery in the classroom and how to more effectively design automated feedback.
AB - Across a variety of domains, formative feedback is often regarded as beneficial, if not crucial to learning. Yet studies show that this assumption does not always hold true: some types of feedback do not benefit learners. This symposium brings together researchers investigating how feedback can be optimized to maximize potential benefits. The four papers include studies investigating the effectiveness of feedback from various sources including expert, peer and automatically generated feedback in the domains of writing and math. The studies use a variety of methodological approaches including behavioral studies, eye tracking, and data mining. The discussion emanating from the results to be reported during the symposium will focus on how these empirical findings can help to inform feedback delivery in the classroom and how to more effectively design automated feedback.
UR - http://www.scopus.com/inward/record.url?scp=84937784382&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84937784382&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84937784382
VL - 3
SP - 1416
EP - 1425
JO - Proceedings of International Conference of the Learning Sciences, ICLS
JF - Proceedings of International Conference of the Learning Sciences, ICLS
SN - 1814-9316
IS - January
ER -