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Feedback reception and processing
– why and how should students be empowered in using negative feedback?
Feedback reception and processing
– why and how should students be empowered in using negative feedback?
Wednesdsay, April 30, 12:00 pm - 1:00 pm EST
370 Jay Street, 540 I Remotely on Zoom
Negative feedback that indicates a discrepancy between the current achievement and the standards is an important source for further learning. However, it is often challenging for learners is to receive negative feedback, because they perceive it as self-threatening (Eskreis-Winkler & Fishbach, 2019). Hence, even though negative feedback can guide learners to regulate their further process of learning, the potential benefits of negative feedback often do not unfold(Kluger & DeNisi, 1996).
Susanne Narciss
Susanne Narciss
Susanne Narciss is a Professor of Psychology of Learning and Instruction (PsyLI) at Technische Universität Dresden. Her team conducts theory-driven and design-based psychological research focused on life-long learning and instruction within socio-technical systems.
The primary aim of her work is to provide conceptual, theoretical, and empirical insights into how learning tasks and formative feedback strategies can help learners use (digital) information resources effectively to develop competencies. Her current research interests include:
(a) promoting self-regulated learning,
(b) the role of motivation and metacognition in instructional contexts,
(c) the conditions and effects of interactive learning tasks, and
(d) the conditions and effects of informative tutoring feedback strategies.
Her contributions to feedback strategy research have been recognized as cutting-edge by the American Association for Educational Communication and Technology (AECT), which awarded her the prestigious AECT Distinguished Development Award in 2007.
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