Effects of Feedback Templates on Student Performance

Abstract

This study examined the differences in student performance following different types of feedback. These feedback templates demonstrated strong, weak, or control feedback. After statistical analysis, it was found that the strong feedback led to positive outcomes that were statistically significant for assignment resubmission compared to weak or control feedback templates. We provided feedback on failing assignments using templates of good/weak exemplars, or ‘control’ feedback that pointed out errors. Students could revise and resubmit for marks. Students who received the ‘good’ template were significantly more likely to resubmit a passing assignment, but that effect did not generalize to subsequent assignments.

Discipline: Psychology (Honours)

Faculty Mentor: Dr. Lynne Honey