Effective Feedback and Student Motivation

Van Loon and Roebers (2017) studied the effect of feedback on students’ self-evaluations of test performance and motivation for further study. The sample group for this study included 100 fourth grade and sixth grade students in Switzerland. Students were given a pre-test on new definitions of challenging grade level concepts, a study phase, and a concept test. The test asked students to correctly define the studied grade level concepts. After the concept test, students were asked to self-evaluate their performance and select concepts for future study. Students were randomly assigned to a feedback group where they either received feedback (correct definitions of concepts) for each specific test question, or they received feedback on each test question in addition to feedback helping them to separate the three idea units that the test included. After receiving feedback, students again self-evaluated their performance and chose concepts for restudy (Van Loon & Roebers, 2017).

Van Loon and Roebers (2017) discovered that both fourth and sixth grade students were overconfident when self-scoring their performance prior to receiving feedback. After receiving feedback, students’ self-evaluations of test performance were more accurate. The researchers found that there was no significant correlation between feedback type (specific test item feedback or item feedback and idea unit feedback) and students’ self-evaluation of performance or motivation for further study. Study results showed that fourth graders, before receiving feedback, were less likely to choose incorrect answers on the test for further study. However, after receiving feedback, there was no difference between fourth and sixth grade students in chosen questions for restudy (Van Loon & Roebers, 2017).

These results imply that fourth grade students do not have the skills to regulate their own learning and choose concepts for restudy without feedback. However, with feedback, fourth grade students are equally as effective as sixth grade students in self-regulating their learning (Van Loon & Roebers, 2017). This finding is of particular interest to both my research problem (effective feedback in elementary classrooms) and my current position as a fourth grade teacher. In this study, students completed self-evaluations after the assessment. In our current fourth grade math curriculum, students are asked to self-evaluate competence on unit objectives before the unit test. I wonder, if I moved this self-evaluation to post-test, if it would be a more valuable and accurate reflection? After reviewing this study, I am interested in continuing to explore how feedback can help students self-evaluate their performance. I am also extremely interested in how feedback can help students self-regulate their learning by motivating them to choose topics and concepts for restudy, practice and mastery.

Reference

Van Loon, M. H., & Roebers, C. M. (2017). Effects of feedback on self-evaluations and self-regulation in elementary school. Applied Cognitive Psychology, 31(5), 508-519. doi:10.1002/acp.3347