A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving

Fyfe, Emily R.; Borriello, Giulia A.; Merrick, Megan

doi:10.1080/00461520.2022.2108426

Cited by 8 publications

(2 citation statements)

References 85 publications

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“…Based on a classic model of feedback processing, while questioning elicits children's current state of understanding, the feedback received by children prompted them to reevaluate their initial responses, facilitated their identification of errors, and subsequently led them to adjust their responses to align with the expected direction (Bangert-Drowns et al, 1991). A systematic analysis of the effects of responsive feedback for children aged 3-11 years confirmed overwhelmingly positive effects of feedback on improving children's task-level performance, including problem-solving tasks (Fyfe et al, 2023). The principles underlying this interactivity, which support general comprehension, can also be extended to domain-specific learning, such as in science.…”

Section: Dialogue Interactivity As Scaffolding Of Children's Learning...mentioning

confidence: 94%

Artificial intelligence enhances children’s science learning from television shows.

Xu,

He,

Levine

et al. 2024

Journal of Educational Psychology

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Educational television programs are important learning resources for young children, especially those from underresourced households. These programs’ potential can be amplified if children are given the opportunity to meaningfully interact with media characters during their video watching. In this project, we partnered with PBS KIDS to develop interactive science-focused videos in which the main character, powered by artificial intelligence, engaged in dialogic interactions with children by asking them questions and providing responsive feedback. The children who watched the interactive videos performed better on a science posttest than children who watched the broadcast version of the video (without any interaction) or a pseudointeractive version (in which the media character asks children the same questions and gives generic feedback after a fixed amount of time). The artificial intelligence character’s responsiveness positively influenced both the quantity and quality of children’s verbalizations during video watching, compared to the pseudointeractive condition. This article sheds light on the feasibility and effectiveness of using conversational technologies to support active learning in children through educational programs.

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Section: Dialogue Interactivity As Scaffolding Of Children's Learning...mentioning

confidence: 94%

Artificial intelligence enhances children’s science learning from television shows.

Xu,

He,

Levine

et al. 2024

Journal of Educational Psychology

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“…Unterschiede zwischen den kognitiv-motivationalen Profilen (Fyfe et al, 2022;. Diese Befunde beziehen die Motivation von Lernenden nicht ein, könnten jedoch ein Indiz sein, dass IRE/F-Sequenzen bei Lernenden mit überfordertem Profil häufiger vorkommen, weil sie evtl.…”

Section: 2unclassified

Formatives Assessment

2023

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Formatives Assessment gilt als wesentlicher Indikator fu¨r Unterrichtsqualität und ist Teil einer lernförderlichen Beurteilungskultur. Das Konzept des formativen Assessments geht davon aus, dass Beurteilungen als Teil eines Lernprozesses verstanden werden, mit dem Ziel, diesen zu erfassen und zu fördern. Der Sammelband vermittelt im ersten Teil anhand von sieben Beiträgen einen Einblick in aktuelle Studien zur Umsetzung von formativen Beurteilungsprozessen in der Unterrichtspraxis. Der zweite Teil beinhaltet vier Beiträge, wie Lehramtsstudierende für diese Thematik qualifiziert werden können.

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Charting the Future of Assessments

Kyllonen,

Sevak,

Ober

et al. 2024

ETS Research Report Series

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Assessment refers to a broad array of approaches for measuring or evaluating a person's (or group of persons') skills, behaviors, dispositions, or other attributes. Assessments range from standardized tests used in admissions, employee selection, licensure examinations, and domestic and international large‐scale assessments of cognitive and behavioral skills to formative K–12 classroom curricular assessments. The various types of assessments are used for a wide variety of purposes, but they also have many common elements, such as standards for their reliability, validity, and fairness—even classroom assessments have standards. We believe the future of assessment will involve a shift in emphasis on what skills will be measured, innovations in how we go about measuring them, the use of advanced technologies for test operations, and an expansion in the value and kinds of information that test takers will receive from taking the assessment.In this paper, we argue and provide evidence for our belief that the future of assessment contains challenges but is promising. The challenges include risks associated with security and exposure of personal data, test score bias, and inappropriate test uses, all of which may be exacerbated by the growing infiltration of artificial intelligence (AI) into our lives. The promise is increasing opportunities for testing to help individuals achieve their education and career goals and contribute to well‐being and overall quality of life. To help achieve this promise we focus on the evidence‐based science of measurement in education and workplace learning, a theme throughout this paper.

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A developmental perspective on feedback: How corrective feedback influences children’s literacy, mathematics, and problem solving

Cited by 8 publications

References 85 publications

Artificial intelligence enhances children’s science learning from television shows.

Artificial intelligence enhances children’s science learning from television shows.

Formatives Assessment

Charting the Future of Assessments

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