Tailor mentor feedback frequency and elaboration to learners' developing expertise level¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article proposes that mentor feedback in epistemic games be differentiated by learner expertise. It reports that "novice learners in epistemic games seem to require more frequent, more targeted, and less elaborate mentor feedback while expert learners seem to require less frequent, broader, and more elaborated feedback." The authors are investigating how mentor interaction strategies influence the nature of resulting data and how feedback mechanisms could be tailored to learners at different levels of developing expertise.

Design Implications¶

Context¶

Requirements¶

• Mentors must probe learners about their thoughts, actions, and rationales in ways that yield high-quality observable data

Constraints¶

• The article presents this as an observation (citing Shute, 2008) under current investigation, not a tested result

Target Learners¶

• novice and expert learners in epistemic games

Target Learning Goals¶

• development of epistemic frame elements through scaffolded professional practica

Affordances¶

• Epistemic Frame Hypothesis Skive

Related Strategies¶

Examples¶

-

Key Sources¶

• Rupp, A.A., Gushta, M., Mislevy, R.J., & Shaffer, D.W. (2010). Evidence-centered Design of Epistemic Games: Measurement Principles for Complex Learning Environments. Journal of Technology, Learning, and Assessment, 8(4). http://www.jtla.org