Im Psychologischen Forschungskolloquium werden laufende Forschungsarbeiten vorgestellt und diskutiert. Zusätzlich zu Wissenschaftlern und Wissenschaftlerinnen der Universität Augsburg berichten auch Mitglieder aus anderen Forschungseinrichtungen über ihre Arbeit.

In educational settings, students are constantly being assessed. On written assessments, teachers usually provide a grade alongside formative feedback that is supposed to inform the learner about potential areas for improvement. However, research indicates that grades may have a strong impact on students’ emotions and particularly for those students receiving low grades, negative emotional responses may hinder effective processing of the formative feedback. However, no study so far has specifically explored how the presentation of grades alongside formative feedback impacts students’ emotional outcomes and subsequent formative feedback processing. To address this gap, our research utilized eye tracking technology to examine students’ gaze when processing formative feedback on a test, either with or without an accompanying grade. We collected pilot data from 37 6^th grade students who completed a short open-ended English as a foreign language test. All essays were scored using a standardized grading rubric and received the same number and type of comments. We recorded participants’ gaze while receiving their feedback on a computer screen using eye trackers. Pilot results showed that, as expected, low-performing students reported stronger negative emotions. In turn, these negative emotions led to lower quality of formative feedback processing. Accordingly, it seems that particularly low-performing students are at risk of not adequately processing the formative feedback. We are using the promising findings from this pilot sample to prepare a Registered Report and plan a larger data collection. For this, details of our planned analysis and Bayesian power considerations will be discussed.