How do students process complex formative feedback in question-answering tasks? A think-aloud study

Ignacio Máñez, Eduardo Vidal-Abarca, Panayiota Kendeou, Tomás Martínez

Research output: Contribution to journalArticle

Abstract

The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks. Skilled and less-skilled comprehenders in grade 8 read texts and answered comprehension questions. Prior to responding, students were asked to select the textual information relevant to answer each question. Students received formative feedback that included information about the answer correctness and an elaborative message, either automatically delivered or optionally accessed. Students’ actions, as well as verbal protocols during feedback processing, were recorded. The results showed that: (a) students paid more attention to the answer correctness than to elaborative feedback messages; (b) students paid more attention to feedback information after failure than after success; (c) students actively monitored the accuracy of their responses; and (d) differences between skilled and less-skilled comprehenders in processing feedback were very limited. Theoretical and practical implications of these results are discussed.

Original languageEnglish (US)
Pages (from-to)65-87
Number of pages23
JournalMetacognition and Learning
Volume14
Issue number1
DOIs
StatePublished - Apr 15 2019

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Keywords

  • Formative feedback
  • Metacognitive processes
  • Question-answering
  • Reading comprehension
  • Think-aloud

Cite this

How do students process complex formative feedback in question-answering tasks? A think-aloud study. / Máñez, Ignacio; Vidal-Abarca, Eduardo; Kendeou, Panayiota; Martínez, Tomás.

In: Metacognition and Learning, Vol. 14, No. 1, 15.04.2019, p. 65-87.

Research output: Contribution to journalArticle

Máñez, Ignacio ; Vidal-Abarca, Eduardo ; Kendeou, Panayiota ; Martínez, Tomás. / How do students process complex formative feedback in question-answering tasks? A think-aloud study. In: Metacognition and Learning. 2019 ; Vol. 14, No. 1. pp. 65-87.
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