د/ايمان زغلول قاسم

استاذ تكنولوجيا التعليم المشارك بكلية التربية بالزلفي

book B22

In constructing the EF, teachers of the subject matter were given guidelines. These
guidelines stated that the correct answer had to be provided, accompanied by EF that would
give a concise explanation of how to obtain the correct answer. The EF could either be a
verbal explanation or a worked-out solution, depending on the nature of the item. The
researchers checked if the feedback fulfilled the requirements. The items included different
types of tasks, namely knowledge, comprehension, and application. Examples of the items
and the accompanying feedback can be found in Appendix 2C.
Summative assessment. The summative assessment was intended to measure student
knowledge and understanding of the subject matter. Just like the assessment for learning, the
items included different types of tasks, namely knowledge, comprehension, and application.
Questionnaire. The questionnaire is based on one designed by Miller (2009). Her
questionnaire was intended to measure students‘ perceived usefulness of formative CBAs and
the extent to which students accept CBAs as a tool for learning. She reported a high reliability
of this questionnaire (α = .92). Within the current experiment, the questionnaire was mainly
intended to measure student motivation, perceived test difficulty, perceived usefulness of the
feedback and whether students read the feedback. The questionnaire consisted of items
measured on a five-point Likert scale (varying from 1 = strongly disagree to 5 = strongly
agree). The following are examples of items: ―I am motivated to learn for this subject‖, ―The
difficulty level of the first assessment is too low‖, ―The level of the first assessment is too
high‖, ―In general, the feedback in the first assessment was useful‖, ―The feedback was
sufficiently elaborate‖ and ―For the items I answered incorrectly, I examined the feedback‖.
At the end of the questionnaire, an open-ended item was added so that students could give
comments about the assessment for learning or the summative assessment.
Time log. The amount of time (in seconds) a certain feedback screen was open, was
used as an indication of attention paid to feedback. Time logs were also used to investigate
whether there was a difference between the behaviours of the three groups. Unfortunately,
QMP provided the time a screen with a certain item was open, but the time a certain feedback
screen was open was not provided. These data were obtained by subtracting the time spent on

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