PERC 2015 Abstract Detail Page
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| Abstract Title: | How Grader Assessment Feedback Affects Student Self-Regulation |
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| 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. |
| Abstract Type: | Contributed Poster Presentation |
Author/Organizer Information | |
| Primary Contact: |
Annie Chase San Jose State University One Washington Square San Jose, CA 95192 Phone: 5108250427 |
| Co-Author(s) and Co-Presenter(s) |
Cassandra Paul San Jose State University |
