| Titre : | Question-answering skills: The role of feedback in digital environments : Ignacio Máñez, Eduardo (2020) |
| Auteurs : | ignacio Máñez, Auteur ; Eduardo Vidal-Abarca, Auteur |
| Type de document : | Article |
| Dans : | Enfance (Vol. 2020, n° 3, Juillet-septembre 2020) |
| Article en page(s) : | p. 313-335 |
| Langues: | Français |
| Descripteurs : |
HE Vinci Activités pédagogiques ; chercheur ; Compétence ; Compréhension de texte ; Enseignants ; Evaluation ; NumériqueAutres descripteurs Informatique et enseignement |
| Résumé : | Teachers usually assign text comprehension activities to their students and provide them with feedback on the correctness of their answers for learning purposes. In traditional classrooms, teachers have little to no chance to delivering individual feedback in an adapted and timely manner. Digital environments overcome these limitations. Computer-based systems provide researchers and practitioners the opportunity to trace the student’s actions while performing tasks and transform data into individualized feedback messages immediately. Elaborated Feedback (EF) has proven to be more effective than mere corrective feedback, such as Knowledge-of-Response feedback (KR, e.g., Correct/Incorrect) or Knowledge-of-Correct-Response feedback (KCR, e.g., The correct response is X). EF may include additional information, such as monitoring hints, feedback about the student’s accuracy to assess textual relevance, or inference prompts. When performing question-answering tasks, students are expected to deploy both comprehension and specific reading skills (e.g., searching the text for task-relevant information). This work examines recent research recording online measurements on how students perform question-answering tasks and react to different forms of EF on their question-answering process. Overall, it suggests that computer-based EF may enhance both comprehension performance outcomes and text processing strategies, although students often pay more attention to the corrective part of feedback messages than to the additional information of EF, and they rarely engage in processing feedback deeply. Theoretical and practical contributions are discussed. |
| Disponible en ligne : | Oui |
| En ligne : | https://www-cairn-info.ezproxy.vinci.be/revue-enfance-2020-3-page-313.htm |
Bibliothèques HE Vinci
