An Experimental Test of the Learning Errors and Formative Feedback LEAFF Model: Creating Positive Learning and Assessment Environments for StudentsReport as inadecuate

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Classroom Environment, Measurement, Formative Feedback, Learning Errors, Assessment, Trust, Affective and cognitive variables, Learning and achievement performance

Bustos Gomez, Maria Clara

Supervisor and department: Jacqueline P. Leighton Educational Psychology

Examining committee member and department: Buck, George Educational Psychology Dunn, William Secondary Education

Department: Department of Educational Psychology

Specialization: Measurement, Evaluation and Cognition

Date accepted: 2013-08-29T16:09:02Z

Graduation date: 2013-11

Degree: Master of Education

Degree level: Master's

Abstract: The Learning Errors and Formative Feedback LEAFF model is a three-part learning and assessment framework that is designed to create safe learning and assessment environments for students. This paper reports an experimental test of the first part of the model, namely, a manipulation of an instructional variable expected to alter the Instructional Climate for students. Specifically, a Learning Errors Intervention LEI was embedded in a one-hour Elementary Statistics lecture and was treated as a between-group variable. One hundred and one undergraduate students were randomly assigned to either the LEI n=51 condition or a control condition n=50. Statistical analyses, conducted on cognitive and affective measures collected during and at the end of the lecture, supported predictions derived from the LEAFF model on the positive effect of the LEI on students’ feelings of safety, trust in the instructor, and increased likelihood of indicating areas of confusion with the content.

Language: English

DOI: doi:10.7939-R3V11VV0W

Rights: Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.

Author: Bustos Gomez, Maria Clara



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