د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

book B15


Chapter 2. Effects of Feedback in a Computer-Based Assessment
for Learning1
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 related to students‘ attitude and motivation.
Students perceived immediate KCR + EF 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.

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