Making the most out of it: Maximizing learners' benefits from expert, peer and automated feedback across domains

Astrid Wichmann, Danielle McNamara, Markus Bolzer, Jan Willem Strijbos, Frank Fischer, Moshe Leiba, Alexandra Funk, Nikol Rummel, Michaela Ronen, Olaf Peters, Susanne Narciss, Hermann Korndle, Rod Roscoe, Laura K. Varner, Erica L. Snow, Chris Quintana

Research output: Contribution to journalConference articlepeer-review

1 Scopus citations


Across a variety of domains, formative feedback is often regarded as beneficial, if not crucial to learning. Yet studies show that this assumption does not always hold true: some types of feedback do not benefit learners. This symposium brings together researchers investigating how feedback can be optimized to maximize potential benefits. The four papers include studies investigating the effectiveness of feedback from various sources including expert, peer and automatically generated feedback in the domains of writing and math. The studies use a variety of methodological approaches including behavioral studies, eye tracking, and data mining. The discussion emanating from the results to be reported during the symposium will focus on how these empirical findings can help to inform feedback delivery in the classroom and how to more effectively design automated feedback.

Original languageEnglish (US)
Pages (from-to)1416-1425
Number of pages10
JournalProceedings of International Conference of the Learning Sciences, ICLS
Issue numberJanuary
StatePublished - 2014
Event11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States
Duration: Jun 23 2014Jun 27 2014

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education


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