¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?

  1. Llorens Tatay, Ana Cristina
  2. Vidal-Abarca Gámez, Eduardo
  3. Cerdán Otero, Raquel
  4. Ávila Clemente, Vicenta
Zeitschrift:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702 1578-4126

Datum der Publikation: 2015

Ausgabe: 38

Nummer: 4

Seiten: 824-841

Art: Artikel

DOI: 10.1080/02103702.2015.1076269 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Zusammenfassung

This study analyses the efficacy of formative feedback to boost students� search behaviour when answering comprehension questions in a with-text reading situation, which is a common reading situation in instructional and assessment settings. In these reading situations search strategies play an important role to predict students� performance. Sixty-five high school students read two texts and answered eight multiple-choice comprehension questions per text using the software Read&Answer, which recorded all the students� actions. After answering each question, students received either global-search-feedback or specific-search-feedback, which differed in the specificity of their information, or no-feedback. Participants who received any feedback had a second chance to correct their wrong answers. Specific-search-feedback increased students� search decisions and improved their use of relevant information to repair wrong answers over global-search-feedback. Consequently, specific-search-feedback improved students� performance when they corrected wrong answers over global-search-feedback. These results have implications for the design and implementation of formative feedback in computer-based systems aimed at improving students� performance and teaching reading literacy skills

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