Effects of feedback in a computer-based assessment for learning

Journal article

van der Kleij, Fabienne, Egen, Theo, Timmers, Caroline and Veldkamp, Bernard. (2012). Effects of feedback in a computer-based assessment for learning. Computers & Education (print). 58(1), pp. 263 - 272. https://doi.org/10.1016/j.compedu.2011.07.020

Authors	van der Kleij, Fabienne, Egen, Theo, Timmers, Caroline and Veldkamp, Bernard
Abstract	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.
Year	2012
Journal	Computers & Education (print)
Journal citation	58 (1), pp. 263 - 272
ISSN	0360-1315
Digital Object Identifier (DOI)	https://doi.org/10.1016/j.compedu.2011.07.020
Page range	263 - 272
Research Group	Institute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version	File Access Level Controlled

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