Cutumisu, M., & Schwartz, D. (2016). The Impact of Middle-School Students' Feedback Choices and Performance on Their Feedback Memory. International Association for Development of the Information Society.

University of California, Berkeley

This article is very similar to the one discussed in the previous linked node, sharing the same authors and focuses on a study that is discussed in the article "The Impact of Critical Feedback Choice", where middle school students went through a virtual poster designing game and chose to receive confirmatory or critical feedback, and then could choose to redesign their poster or not. The difference is that this article goes into detail about the in-school performance effects linked with choosing to receive critical feedback as well as the performance of the students in the virtual task also linked to choice of feedback.

The Impact of Middle-School Students' Feedback Choice- Summary

The results of the article indicated:

- choosing critical feedback (i.e. out of a desire to improve) led to remembering critical feedback more so than confirmatory feedback, it was also linked to better performance on the virtual poster-designing task
- in-school performance was measured and it showed that doing better on mathematics tests and this virtual task led to remembering confirmatory feedback less
- doing better on English tests led to remembering critical feedback more
- the ramifications of the above results indicate that not only choosing learning, critical feedback in a suitable environment allowing for said choices in learning can improve one's academic performance, it can lead to further remembering said critical feedback, allowing for a potential loop in increasing performance
- it may be possible to bridge the gap/Matthew Effect in education where prior achievements seem to favor high-achieving students over low-achieving students in future academic classes/assignments

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