{"title":"Anchored in praise? Potential manifestation of the anchoring bias in feedback reception","authors":"A. Lipnevich, F. J. Eßer, M. Park, N. Winstone","doi":"10.1080/0969594X.2023.2179956","DOIUrl":null,"url":null,"abstract":"ABSTRACT Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely.","PeriodicalId":51515,"journal":{"name":"Assessment in Education-Principles Policy & Practice","volume":"1 1","pages":"4 - 17"},"PeriodicalIF":2.7000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Assessment in Education-Principles Policy & Practice","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0969594X.2023.2179956","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
ABSTRACT Although feedback is one of the most important instructional techniques, strong empirical research on receiving feedback is scarce in comparison to research on feedback provision. In this experimental study, we examined the influence of detailed comments and praise on student motivation and change in performance. 147 university students wrote an essay draft, received feedback (detailed comments, detailed comments and praise, or control) and revised their essay based on feedback. First, we found that students who received detailed comments showed higher motivation and greater improvement compared to their counterparts in the control group. Second, we showed that students who received praise demonstrated lower motivation and reduced improvement, compared to students who did not receive praise in addition to detailed comments. This demonstration of paradoxical effects of praise in higher education is explained in the context of the anchoring bias suggesting that praise should be used wisely.
期刊介绍:
Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.