TY - JOUR
T1 - Effects of feedback in a computer-based assessment for learning
AU - van der Kleij, Fabienne
AU - Eggen, Theodorus Johannes Hendrikus Maria
AU - Timmers, C.F.
AU - Veldkamp, Bernard P.
PY - 2012
Y1 - 2012
N2 - The effects of written feedback in a computer-based assessment for learning on students' learning outcomes were investigated in an experiment at a Higher Education institute in the Netherlands. Students were randomly assigned to three groups, and were subjected to an assessment for learning with different kinds of feedback. These are immediate knowledge of correct response (KCR) + elaborated feedback (EF), delayed KCR + EF, and delayed knowledge of results (KR). A summative assessment was used as a post-test. No significant effect was found for the feedback condition on student achievement on the post-test. Results suggest that students paid more attention to immediate than to delayed feedback. Furthermore, the time spent reading feedback was positively influenced by students' attitude and motivation. Students perceived immediate KCR + EF feedback to be more useful for learning than KR. Students also had a more positive attitude towards feedback in a CBA when they received KCR + EF rather than KR only. (Contains 1 figure and 2 tables.)
AB - The effects of written feedback in a computer-based assessment for learning on students' learning outcomes were investigated in an experiment at a Higher Education institute in the Netherlands. Students were randomly assigned to three groups, and were subjected to an assessment for learning with different kinds of feedback. These are immediate knowledge of correct response (KCR) + elaborated feedback (EF), delayed KCR + EF, and delayed knowledge of results (KR). A summative assessment was used as a post-test. No significant effect was found for the feedback condition on student achievement on the post-test. Results suggest that students paid more attention to immediate than to delayed feedback. Furthermore, the time spent reading feedback was positively influenced by students' attitude and motivation. Students perceived immediate KCR + EF feedback to be more useful for learning than KR. Students also had a more positive attitude towards feedback in a CBA when they received KCR + EF rather than KR only. (Contains 1 figure and 2 tables.)
KW - METIS-291701
KW - IR-83908
U2 - 10.1016/j.compedu.2011.07.020
DO - 10.1016/j.compedu.2011.07.020
M3 - Article
SN - 0360-1315
VL - 58
SP - 263
EP - 272
JO - Computers & education
JF - Computers & education
IS - 1
ER -
