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
Authorsvan 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.

Year2012
JournalComputers & Education (print)
Journal citation58 (1), pp. 263 - 272
ISSN0360-1315
Digital Object Identifier (DOI)https://doi.org/10.1016/j.compedu.2011.07.020
Page range263 - 272
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/85485/effects-of-feedback-in-a-computer-based-assessment-for-learning

Log in to edit

Restricted files

Publisher's version

  • 124
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Student perceptions of assessment feedback : A critical scoping review and call for research
Van der Kleij, Fabienne M. and Lipnevich, Anastasiya A.. (2021). Student perceptions of assessment feedback : A critical scoping review and call for research. Educational Assessment, Evaluation and Accountability. 33(2), pp. 345-373. https://doi.org/10.1007/s11092-020-09331-x
Formative assessment: A systematic review of critical teacher prerequisites for classroom practice
Kim Schildkamp, Fabienne M. van der Kleij, Maaike C. Heitink, Wilma B. Kippers and Bernard P. Veldkamp. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research. 103, pp. 1-16. https://doi.org/10.1016/j.ijer.2020.101602
Evaluation of the 'Feedback engagement enhancement tool' to examine and enhance students' engagement with feedback on their writing
van der Kleij, Fabienne M.. (2020). Evaluation of the 'Feedback engagement enhancement tool' to examine and enhance students' engagement with feedback on their writing. Studies in Educational Evaluation. 66(September 2020), pp. 1 - 12. https://doi.org/10.1016/j.stueduc.2020.100907
Policy expectations and support for teacher formative assessment in Australian education reform
Van der Kleij, Fabienne Michelle, Cumming, Jacqueline Joy and Looney, Anne. (2018). Policy expectations and support for teacher formative assessment in Australian education reform. Assessment in Education. 25(6), pp. 620 - 637. https://doi.org/10.1080/0969594X.2017.1374924
The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning
Adie, Lenore, Van der Kleij, Fabienne Michelle and Cumming, Joy Joy. (2018). The development and application of coding frameworks to explore dialogic feedback interactions and self-regulated learning. British Educational Research Journal. 44(4), pp. 704 - 723. https://doi.org/10.1002/berj.3463
Reconceptualising the role of teachers as assessors: teacher assessment identity
Looney, Anne, Cumming, Joy Joy, Van der Kleij, Fabienne Michelle and Harris, Karen. (2018). Reconceptualising the role of teachers as assessors: teacher assessment identity. Assessment in Education. 25(5), pp. 442 - 467. https://doi.org/10.1080/0969594X.2016.1268090
Assessment
Wyatt-Smith, Claire Maree, Adie, Lenore, Van der Kleij, Fabienne Michelle and Cumming, Joy. (2017). Assessment. In In D. Pendergast, K. Main and N. Bahr (Ed.). Teaching Middle Years: Rethinking curriculum, pedagogy and assessment pp. 301 - 320 Allen & Unwin.
Effective enactment of assessment for learning and student diversity in Australia
Cumming, Jacqueline Joy and Van der Kleij, Fabienne Michelle. (2016). Effective enactment of assessment for learning and student diversity in Australia. In In D. Laveault and L. Allal (Ed.). Assessment for learning: Meeting the challenge of implementation pp. 55 - 73 Springer. https://doi.org/10.1007/978-3-319-39211-0_4
A systematic review of prerequisites for implementing assessment for learning in classroom practice
Heitink, Maaike C., Van der Kleij, Fabienne Michelle, Veldkamp, Bernard P., Schildkamp, Kim and Kippers, Wilma B.. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review. 17, pp. 50 - 62. https://doi.org/10.1016/j.edurev.2015.12.002
Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations
Hoogland, Inge, Schildkamp, Kim, van der Kleij, Fabienne Michelle, Heitink, Maaike C., Kippers, Wilma B., Veldkamp, Bernard P. and Dijkstra, Anne M.. (2016). Prerequisites for data-based decision making in the classroom: Research evidence and practical illustrations. Teaching and Teacher Education. 60, pp. 377 - 386. https://doi.org/10.1016/j.tate.2016.07.012
Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment
van der Kleij, Fabienne, Vermelulen, Jorine, Schildkamp, Kim and Egen, Theo. (2015). Integrating data-based decision making, assessment for learning and diagnostic testing in formative assessment. Assessment in Education: Principles, Policy & Practice. 22(3), pp. 324 - 343. https://doi.org/10.1080/0969594X.2014.999024
Towards valid score reports in the computer crogram LOVS : A redesign study
van der Kleij, Fabienne M., Eggen, Theo J. H. M. and Engelen, Ronald J. H.. (2014). Towards valid score reports in the computer crogram LOVS : A redesign study. Studies in Educational Evaluation. 43, pp. 24 - 39. https://doi.org/10.1016/j.stueduc.2014.04.004
The contribution of TIMSS to the link between school and classroom factors and student achievement
Drent, Marjolein, Meelissen, Martina and van der Kleij, Fabienne. (2013). The contribution of TIMSS to the link between school and classroom factors and student achievement. Journal of Curriculum Studies. 45(2), pp. 198 - 224. https://doi.org/10.1080/00220272.2012.727872
Interpretation of the score reports from the Computer Program LoVS by teachers, internal support teachers and principals
van der Kleij, Fabienne and Egen, Theo. (2013). Interpretation of the score reports from the Computer Program LoVS by teachers, internal support teachers and principals. Studies in Educational Evaluation. 39, pp. 144 - 152. https://doi.org/10.1016/j.stueduc.2013.04.002
The effectiveness of methods for providing written feedback through a computer-based assessment for learning : A systematic review
van der Kleij, Fabienne, Timmers, Caroline and Eggen, Theo. (2011). The effectiveness of methods for providing written feedback through a computer-based assessment for learning : A systematic review. Cadmo: giornale italiano di pedagogia sperimentale (print). 19, pp. 21 - 38.