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ERIC Number: EJ832785
Record Type: Journal
Publication Date: 2009-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0260-2938
Formative Computer-Based Assessment in Higher Education: The Effectiveness of Feedback in Supporting Student Learning
Miller, Tess
Assessment & Evaluation in Higher Education, v34 n2 p181-192 Apr 2009
A formative computer-based assessment (CBA) was one of three instruments used for assessment in a Bachelor of Education course at Queen's University (Ontario, Canada) with an enrolment of approximately 700 students. The formative framework fostered a self-regulated learning environment whereby feedback on the CBA was used to support rather than measure student learning. The four types of feedback embedded in the CBA included: (a) directing students to a resource, (b) rephrasing a question, (c) providing additional information and (d) providing the correct answer. Although students originally reported positive experiences with the formative CBA, two follow-up surveys revealed that they found the four types of feedback to be moderately effective in supporting their learning. (Contains 2 tables.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada