An investigation into the impact of critical evaluation of a thinking-aloud protocol and receiving verbal feedback from fellow students.
Traditionally lecturers give written feedback on essay-writing which students see after essay submission. However underperforming students do not take such feedback into account as much as high-performing students. The modelling behaviour method uses peer-based pre-submission feedback and has shown good results for teaching writing skills to high-school students. This miniproject will investigate the efficacy of the modelling behaviour method in combination with traditional feedback for undergraduate students to tease apart the two main components of this method and to explore what elements are most profitable for underperforming students.
