A study tested the use of case studies with and without follow-up discussion, finding that the discussion group’s social interaction and sharing of conflicting ideas were the source of changes in thinking.
One mixed-method, exploratory study identified seven factors that enhance individuals’ motivation to take the perspective of others, defined as social perspective taking (SPT), including the desire to relate to others and to understand what others think of them.
A meta-analysis of 21 studies concluded that using assessment rubrics for formative learning can be effective for improving performance and self-regulation by increasing transparency, reducing anxiety, and encouraging reflection.
Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.