ERIC Number: ED362163
Record Type: RIE
Publication Date: 1993-Jan
Error and Feedback: The Relationship between Content Analysis and Confidence of Response.
Dempsey, John V.; Driscoll, Marcy P.
This study examined the relationship between discrimination error (determined by content analysis and tryout data) and confidence of response (determined by self report). Subjects were 63 undergraduate students enrolled in a biology class for nonmajors who received classroom expository information and read a text on the topic before they completed a computer-based instructional module. Before subjects received any feedback on their responses to the module, they were queried about their confidence of response. Feedback was provided only to incorrect responses. The results indicated that students spent more feedback study time (i.e., elapsed time from when response-contingent feedback was first presented on the display screen until the learner pressed the appropriate key to view the next item) and required more question-based examples in studying content involving rules than concepts. As expected, students spend much more time studying feedback after fine discrimination errors than gross errors. Surprisingly, confidence of response was inversely correlated with feedback study time, as well as fine discrimination error and gross error. The negative relationship between fine discrimination errors and confidence of response could be explained by inconsistencies with the learners' self reports of their confidence of response and the relationship between high confidence errors and effort. (Contains 21 references.) (KRN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.