The effectiveness of methods for providing written feedback through a computer-based assessment for learning : A systematic review

Introduction: The effects of feedback on learning have been investigated to a large extent (e.g. Hattie and Timperley, 2007; Mory, 2004; Shute, 2008). However, the literature conveys conflicting results (Kluger and DeNisi, 1996; Shute). More specifically, there is not much evidence concerning which feedback interventions might positively affect student learning in a computer-based environment. These environments make it possible to deliver individualized feedback in a timely manner, which is generally claimed to positively influence the learning process. Thus, integrating assessment into the learning process is one of the main features of the assessment for learning approach (for more information, see Stobart, 2008). To date, no systematic reviews have been published that investigate the effectiveness of written feedback in a computer-based assessment (CBA) for learning. The purpose of this study is to investigate the effectiveness of different methods for providing feedback in a CBA as well as to identify gaps in current knowledge on this topic.