This paper describes a study that explores the relation between high-school students’ feedback choices, memory for these feedback choices, and task performance. Choices to seek confirmatory (positive) or critical (negative) feedback and to revise posters in a poster design task were collected from ninety-two students from a Western US high school via Posterlet, a computer game assessment. A week following the study, the students were asked to recall the feedback phrases they encountered in Posterlet. Results show that the choices to seek critical feedback and to revise correlate with poster performance and with the amount of critical feedback remembered. A closer examination of the feedback value revealed that students’ choices to revise correlated with the amount of informative, rather than uninformative, feedback remembered. Implications of students’ feedback choices on their performance and feedback memory are discussed.

Published in: London International Conference on Education (LICE-2016)

  • Date of Conference: 14-17 November 2016
  • DOI: 10.2053/LICE.2016.0020
  • ISBN: 978-1-908320-76-6
  • Conference Location: Heathrow Windsor Marriott Hotel, UK