Students’ Responses to Diagnostic Feedback on their Self-Regulated Learning Skills: A Qualitative Study

Authors: Joe Garofalo, Heidi Andrade

SUNY Campus: University at Albany

Presentation Type: Poster

Location: UU 111

Presentation #: 72

Timeslot: Session C 1:45-2:45 PM

Abstract: This study examines students’ responses to self-regulated learning (SRL) feedback from DAACS (Diagnostic Assessment and Achievement of College Skills), a free online diagnostic tool for assessing and supporting college readiness. Although several models of students’ response to feedback have been introduced, empirical investigations of these processes are scarce. This project aims to explore 1) students’ cognitive and affective responses to DAACS feedback on their self-regulated learning skills and 2) how responses align with the responses intended by the developers. We used think-aloud protocols and retrospective interviews in which undergraduate students completed the SRL assessment, verbalized their processing of the feedback, and then participated in an interview about their responses. We used inductive analysis to identify and categorize transcripts into themes related to responses to feedback, then organized the themes into mental model flowcharts to compare actual feedback response processes to the intended processes. Data analysis is ongoing, but preliminary findings suggest that students selectively engaged with feedback of personal relevance to perceived strengths or weaknesses. Several students verbalized being more open to engaging with feedback that was presented visually rather than textually. In addition, there was a high prevalence of anecdotes and personal connections as students rationalized and interpreted the feedback. Findings related to the comparison between actual and intended responses will not be available by the time of the conference, as the models are still being built