Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements

Petrović, Juraj; Pale, Predrag; Jeren, Branko

doi:10.1007/s10639-016-9571-0

Cited by 41 publications

(37 citation statements)

References 38 publications

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“…The nature of these studies and their contexts are diverse; however, there are still some overarching conclusions that can be drawn. Perhaps unsurprisingly, we see evidence supporting the use of simple feedback (as opposed to no feedback) (Bandiera et al, 2015;Butler et al, 2008;Lipenvic and Smith, 2009;Petrović et al, 2017). In some settings, more detailed individual feedback is also shown to be effective, perhaps particularly for those with lower starting points in terms of attainment (Heckler & Mikula, 2016) and when completing more complex tasks (Petrovic et al, 2017).…”

Section: Content Detail and Deliverymentioning

confidence: 86%

Formative assessment and feedback for learning in higher education: A systematic review

Morris

Perry

Wardle

2021

Review of Education

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Feedback is an integral part of education and there is a substantial body of trials exploring and confirming its effect on learning. This evidence base comes mostly from studies of compulsory school age children; there is very little evidence to support effective feedback practice at higher education, beyond the frameworks and strategies advocated by those claiming expertise in the area. This systematic review aims to address this gap. We review causal evidence from trials of feedback and formative assessment in higher education. Although the evidence base is currently limited, our results suggest that low stakes‐quizzing is a particularly powerful approach and that there are benefits for forms of peer and tutor feedback, although these depend on implementation factors. There was mixed evidence for praise, grading and technology‐based feedback. We organise our findings into several evidence‐grounded categories and discuss the next steps for the field and evidence‐informed feedback practice in universities.

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Section: Content Detail and Deliverymentioning

confidence: 86%

Formative assessment and feedback for learning in higher education: A systematic review

Morris

Perry

Wardle

2021

Review of Education

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“…LPF can include verification information (e.g., achievement score or answer correctness) per trial or elaborate feedback on what was incorrect and how to proceed. Previous findings show that verification feedback is sufficient to help students regulate their learning, resulting in levels of performance improvement similar to elaborate feedback (Chen et al, 2018; Petrovic et al, 2017). Máñez et al (2019) explained that students who receive verification feedback tended to be more attentive to answer correctness, more active in monitoring accuracy changes across attempts, and more uniform in feedback processing ability.…”

Section: Design Frameworkmentioning

confidence: 92%

“…Máñez et al (2019) explained that students who receive verification feedback tended to be more attentive to answer correctness, more active in monitoring accuracy changes across attempts, and more uniform in feedback processing ability. In contrast, scholars often prefer elaborate feedback (e.g., Shute, 2008) due to its ability to help learners quickly fill in learning gaps during complex tasks (Petrovic et al, 2017). In practice, elaborate feedback and verification feedback go hand in hand (Narciss & Huth, 2004; Van der Kleij et al, 2015).…”

Section: Design Frameworkmentioning

confidence: 99%

A design experiment on technology‐based learning progress feedback in a graduate‐level online course

Kim

2021

Human Behav and Emerg Tech

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Our literature review has revealed that the definition of learning progress as a function of formative feedback remains unclear, which continues to the lack of well‐reasoned learning progress feedback (LPF) strategies. Also, few scholars have empirically examined student perceptions of informed learning progress in solving a complex problem. The current study aims (a) to generate insights that elaborate LPF in a technology‐enhanced learning environment and (b) to gain better knowledge about LPF design for technology‐enhanced formative assessment and feedback. In this design experiment, we proposed LPF design strategies in five categories. Then, we experimented with two LPF prototypes to see how students reacted to the LPF features and how students perceived the value of LPF feedback. In the context of a graduate‐level online course with 35 student participants, we performed a mixed‐data analysis. Results indicate that students benefited from the two LPF designs to navigate their learning progress. Students' LPF preference appeared to relate to their feedback literacy regarding revision behavior, cognitive progress, and emotional reaction. The current findings lay the groundwork for elaborate LPF models that are pedagogically effective and adaptive to diverse student needs. The proposed LPF design typology and further design suggestions can help advance LPF design experiments and improve technology‐based formative feedback that enables students to pursue mastery.

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“…This direct testing effect has been shown to be quite robust across various learning materials (e.g., text passages, Roediger & Karpicke, 2006; visuospatial information, Carpenter & Pashler, 2007; performed actions, Kubik et al., 2018) and also test formats (e.g., multiple-choice tests and short-answer tests, e.g., Butler & Roediger, 2007; Kang et al., 2007; Smith & Karpicke, 2014). However, its magnitude depends on the level of initial test performance (i.e., retrieval success, e.g., Greving & Richter, 2018; Smith & Karpicke, 2014) and feedback (Adesope et al, 2017; Phelps, 2012; Rowland, 2014), specifically in real-life educational contexts (McDaniel & Little, 2019). Recent meta-analyses indicate an overall positive effect size of d = .56 of testing also in psychology classrooms (for metaanalyses, see Schwieren et al., 2017) and a small positive effect of frequent testing in class on higher education achievement in general ( d = .24; Schneider & Preckel, 2017).…”

Section: Answering Questions As a Study Strategymentioning

confidence: 99%

Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning

Enders

Gaschler

Kubik

2020

Psychology Learning & Teaching

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Online-quizzes are an economic and objective method for formative assessment in universities. However, closed questions have been criticized for promoting shallow learning and resulting often in poor learning outcomes. These disadvantages can be overcome by embedding closed questions in effective instructional designs involving feedback. In the present field study, a final sample of N = 496 students completed the same online quiz, consisting of 60 true–false statements on the biological bases of psychology in two sessions. In order to enhance the benefit of formative testing on students’ test achievement in Session 2, students received elaborate feedback (i.e., by providing explanations for the in-/correctness) for half of their answers in Session 1, and corrective feedback (i.e., just indicating the in-/correctness) for the other half. The results showed that students scored higher in Session 2 if elaborate feedback had been provided in Session 1, compared with when corrective feedback was provided. More specifically, students profited more from elaborate feedback on incorrect answers in Session 1 than from feedback on correct answers. As a practical recommendation, self-administered formative tests with closed-question format should at least provide explanations why students’ answers are incorrect.

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Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements

Cited by 41 publications

References 38 publications

Formative assessment and feedback for learning in higher education: A systematic review

Formative assessment and feedback for learning in higher education: A systematic review

A design experiment on technology‐based learning progress feedback in a graduate‐level online course

Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning

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