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|Title:||Consequential Feedback as a Means of Supporting Student Engagement and Understanding|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Gresalfi, M. & Barnes, J. (2012). Consequential Feedback as a Means of Supporting Student Engagement and Understanding. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 403-410). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||This paper presents two cycles of a design-based research project that considers whether and how consequential feedback supports students' engagement with mathematics. Consequential feedback describes a form of feedback that is embedded in the context with which a student is engaging, and allows the student to see how their solution to a problem plays out in that context. Comparing two classes across two years, we considered how the timing of feedback impacted student engagement. Findings suggest that providing consequential feedback in the form of a narrative outcome supported students to offer more mathematical justification, consequential justification, and to engage critically with the mathematical content within their written recommendations. The impact of consequential feedback appears to be potentially heightened by total time in class discussion, presence of more frequent discussions, and increased immersion in the narrative.|
|Appears in Collections:||ICLS 2012|
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