Tipos de retroalimentación para la lectura estratégica en clases masivas

Feedback is essential for skill development during professional training, although it is a challenge to do it efficiently in large university classes. To compare the effects of two types of feedback on strategic reading performance, an instructional intervention with a quasi- experimental design was conducted. Two focus groups (N1=39 y N2= 23) of second semester undergraduate psychology groups who participated in large classes, carried out four exercises with the Strategic Analysis for Scientific Text Model (SAStxt). As feedback to their performaces, one of the groups received a written message stating the goal criterion for the task. The other received individual tutorships with the support of six senior trained students. Responses to SAStxt were collected online and graded with a rubric. A repeated measures ANOVA showed differences between pre and post scores in both groups, and a frequency analysis showed that tutorship promotes more high- quality responses. Both types of feedback proved effective. Tutorship is recommended whenever possible but feedback through criteria definitions might also be valuable if there are no additional resources.