How Effective Is Feedback in Computer-Aided Assessments?

Autor/inn/en	Gill, Mundeep; Greenhow, Martin
Titel	How Effective Is Feedback in Computer-Aided Assessments?
Quelle	In: Learning, Media and Technology, 33 (2008) 3, S.207-220 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
Schlagwörter	Mathematics Education; Mathematics Achievement; Student Evaluation; Scripts; Feedback (Response); Misconceptions; Context Effect; College Students; Classification + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulnote; Studentische Bewertung; Skript; Missverständnis; Collegestudent; Classification system; Klassifikation; Klassifikationssystem
Abstract	Computer-Aided Assessments (CAAs) have been used increasingly at Brunel University for over 10 years to test students' mathematical abilities. Recently, we have focussed on providing very rich feedback to the students; given the work involved in designing and coding such feedback, it is important to study the impact of the interaction between students and feedback. To make feedback more focussed, examination scripts have been analysed to identify common student errors and misconceptions. These have then been used to code distracters in multiple-choice and responsive numerical input-type questions. Since random parameters are used in all questions developed, distracters have to be coded as algebraic or algorithmic "mal-rules". This paper reports on the methodology used to identify students' errors and misconceptions and how the evidence collected was used to code the distracters. The paper also provides hard evidence that real learning has taken place while students have interacted with the CAAs. Statistical analyses of exam performance over eight years indicate that students are able to improve performance in subsequent formative and summative assessments provided that they have truly engaged with the CAA, especially by spending time studying the feedback provided. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10