د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المساعد بكلية التربية بالزلفي

book B31

In this study, only the effect of written feedback was investigated. However, CBAs
provide more opportunities for providing feedback than only text; for example, one could
deliver or support feedback using pictures, video, or audio. The usefulness of these media
depends on many variables, such as the subject matter as well as the age and education level
of the students. For example, it is possible that students with low reading ability or dyslexia
benefit more from feedback provided by audio than from feedback provided by text.
This study provides many possible options for further research. However, the present
software available for CBA does not allow CBAs for learning to be developed to their full
potential. Within this experiment, many roundabout ways had to be taken in order to
investigate the effects of both immediate and delayed feedback. This led to restrictions—for
example, navigating between the items in the assessment for learning was not possible.
Therefore, in years to come, it is recommended that the software for CBA should adapt to the
needs within the (research) field of education. This would also make it possible to investigate
the effects of feedback using item types that are more complex (Wiliamson, Mislevy, & Bejar,
2006). In conclusion, more research is needed in order to investigate the effects of different
methods for providing feedback on students‘ learning outcomes

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