Students’ Perception of Instructional Feedback Scale: Validity and Reliability Study

Abdüsselam, Mustafa Serkan; Onlu, Ozlem Baydas; Yılmaz, Rabia

doi:10.30935/cedtech/11811

Cited by 1 publication

(1 citation statement)

References 31 publications

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“…We also found that feedback was not a predictor of students' learning performance (hypothesis H5). In that regard, our results contradict previous research that confirms the positive effect of feedback on students' learning performance (Baydas et al, 2022) even in formative assessment activities in EFL (Hwang & Chang, 2011;Nikou & Economides, 2018;Patra et al, 2022) and practice tests (Sepp et al, 2022). Our result might be explained by the type of feedback that was provided in the K-English application in this study: corrective feedback.…”

Section: Predictive Relevance Of the Structural Modelcontrasting

confidence: 99%

Determinants of student performance with mobile‐based assessment systems for English as a foreign language courses

Bacca‐Acosta

Fabregat

Baldiris

et al. 2023

Computer Assisted Learning

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Background Mobile‐based assessment has been an active area of research in the field of mobile learning. Prior research has demonstrated that mobile‐based assessment systems positively affect student performance. However, it is still unclear why and how these systems positively affect student performance. Objectives This study aims to identify the determinants of student performance during students' use of a mobile‐based assessment application in a formative assessment activity as part of English as a Foreign Language (EFL) courses in higher education. Methods A structural model based on hypotheses was validated using PLS‐SEM with data from the interaction of 127 students of eight EFL courses from the A1 and A2 levels of English that used a mobile‐based assessment system for a period of 4 weeks. Automatic data collection in the application and self‐reported instruments were applied. Results and Conclusions Use of scaffolding mechanisms, time on‐task and reported effort are strong predictors of students' learning outcomes. The use of scaffolding strategies predicts students' time on‐task. The provision of corrective feedback is not a predictor of students' learning performance but predicts other constructs such as perceived usefulness and the behavioural intention to use. Implications Mobile‐based assessment systems should include scaffolding mechanisms and integrate strategies to increase the perceived relevance of the formative assessment activity to increase the student learning performance. Scaffolding mechanisms are also useful to increase the student time on‐task in the formative assessment activity. In mobile‐based formative assessment activities more elaborated forms of feedback other than corrective feedback are needed to increase student performance.

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