Effects of feedback in a computer-based assessment for learning

• Published in: Computers and education Vol. 58; no. 1; pp. 263 - 272
• Main Authors: van der Kleij, Fabienne M., Eggen, Theo J.H.M., Timmers, Caroline F., Veldkamp, Bernard P.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2012; Elsevier
• Subjects: Academic Achievement; Assessments; Computer Assisted Testing; Education; Evaluation methodologies; Evaluation of CAL systems; Experiments; Feedback; Feedback (Response); Foreign Countries; Higher Education; Knowledge of Correct Response; Learning; Media in education; Netherlands; Outcomes of Education; Post-secondary education; Pretests Posttests; Student Attitudes; Student Motivation; Students; Summative Evaluation; Teaching/learning strategies; Netherlands; Evaluation of CAL systems; Evaluation methodologies; Teaching/learning strategies; Media in education; Post-secondary education
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2011.07.020

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. ► Effects of feedback in a CBA on students’ learning outcomes. ► Immediate and delayed elaborated feedback, and delayed knowledge of results. ► Students perceive elaborated feedback to be most useful. ► Students pay more attention to immediate than to delayed feedback. ► No significant effect of feedback on learning outcomes.