Design suggestions for group-level formative feedback visualizations¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

From the Resendes et al. study, the article distills design suggestions: "group-level formative feedback can represent group vocabulary; support the group to evaluate its own progress; give feedback on secondary processes" such as vocabulary building rather than directly on learning or task accomplishment; "suggest positive steps (rather than just identify deficiencies)"; facilitate group self-assessment; and guide individual students to become more effective group members.

Design Implications¶

Context¶

Requirements¶

• Visualizations must represent group-level behaviors to support group metadiscourse

Constraints¶

• The editorial notes the underlying study only indicates potential; the tools did not demonstrate student metadiscourse on their own

Target Learners¶

• small student groups using shared knowledge-building environments

Target Learning Goals¶

• group metadiscourse, self-assessment, and vocabulary building

Claims¶

• Group-level feedback visualizations increased shared vocabulary connections, but student metadiscourse remained teacher-dependent [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Gerry Stahl. (2015). Conceptualizing the intersubjective group. Intern. J. Comput.-Support. Collab. Learn 10:209–217. https://doi.org/10.1007/s11412-015-9220-4