ERIC Number: ED243960
Record Type: RIE
Publication Date: 1984-Apr
Improving the Use of Classroom Feedback.
Bender, Timothy A.
A schema-based technique designed to improve students' use of feedback on their performance on classroom tests was partially tested. Subjects were 16 female undergraduates separated into two groups based on grade point average (GPA). The training program required that one class meeting after each classroom exam be used as a feedback session. A 50-item multiple-choice pretest, four midterm exams, and one final were administered. The separation of subjects into high and low ability groups for the purpose of analysis provided groups that differed in ability as well as GPA. Lower ability students improved in their processing of feedback, as demonstrated by error analysis. Limitations of the study and implications for education and for the use of schema theory for the development of instructional techniques are discussed. (Author/PN)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).