Learning From Student Retrospective Reports: Implications for the College Developmental Classroom

Abstract

Retrospective reports gathered from developmental education students as part of a learning assessment revealed the use of several strategies for writing a summary based on a text. Participants were selected for the study based on the richness and variety of their verbal descriptions of task performance in structured, individualized interviews. Although students were not always able to articulate the nature of a summary, they all reported appropriate strategies. However, despite reporting useful strategies, students’ scores on the summary task were low. Based on the findings, it is suggested that developmental instructors may find it helpful to gather retrospective reports at the beginning of a course in order to sample and capitalize on strategy knowledge among students in a classroom as the basis of instructional planning.

KEYWORDS:

• developmental education
• reading
• retrospective reports
• writing

Funding

The retrospective reports and other data reported in this study were collected under funding by the Bill & Melinda Gates Foundation to the Community College Research Center, Teachers College, Columbia University for a project entitled “Analysis of Statewide Developmental Education Reform: Learning Assessment Study.”

Additional information

Notes on contributors

Dolores Perin

Dolores Perin, PhD, directs the Reading Specialist Program and is chair of Health and Behavior Studies Program at Teachers College, Columbia University. Her research interests are in the reading and writing of academically underprepared students, and learning difficulties in adults.

Geremy Grant

Geremy Grant, MA, is a doctoral student in the School Psychology Program, Teachers College, Columbia University. His research interests are in literacy achievement of urban students, stereotype threat, racial centrality, and academic self-concept and self-efficacy.

Julia Raufman

Julia Raufman, MA, is a Research Associate at the Community College Research Center, Teachers College, Columbia University. She works on reform in developmental education, teaching and learning, student support services, student success courses, and student experiences at community colleges.

Hoori Santikian Kalamkarian

Hoori Santikian Kalamkarian, PhD, is a Postdoctoral Research Associate at the Community College Research Center, Teachers College, Columbia University. Her research interests are in system-wide and statewide reform efforts, including the implementation of technology-based advising systems.