The Effect of Formative Feedback on Vocabulary Use and Distribution of Vocabulary Knowledge in a Grade Two Knowledge Building Class

Abstract

This study examines the impact of formative feedback to enhance students' productive written vocabulary. Behavioral, lexical, and network structure analyses were applied to the work of two Grade 2 classes engaged in knowledge building in science. Two variations of feedback including vocabulary and contribution-based visualizations were integrated into the knowledge building practice of the experimental class. Behavioral and lexical measures were calculated with automated tools, and content analysis was used to evaluate depth of understanding. Moreover, the degree of vocabulary distribution throughout the communities was explored. Findings show that formative feedback embedded in knowledge building practices can help students grow their vocabulary, apply new words in productive ways in their writing, and advance community knowledge. Results also show that as students learn and use a more diverse range of words in the context of knowledge building, the more discursively connected they become, and the greater the knowledge distribution across the community.