The impact of elaborated feedback on text comprehension within a computer-based assessment

Golke, Stefanie; Dörfler, Tobias; Artelt, Cordula

doi:10.1016/j.learninstruc.2015.05.009

Cited by 43 publications

(47 citation statements)

References 41 publications

(64 reference statements)

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“…Therefore, it is essential to know the extent to which training components such as formative feedback can influence students' performance and reading processes. This study builds on previous research on the effects of EF on text comprehension (e.g., Golke et al, 2015;Llorens et al, 2016) and the students' use of computer-based EF (e.g., Timmers & Veldkamp, 2011). Thus, the study reported in this paper investigates the effects of a specific EF on Secondary school students' question-answering performance and their accuracy to assess textual relevance.…”

Section: Discussionmentioning

confidence: 92%

“…To examine the extent to which EF influences the question, the text-search, and the feedback processing. We predict that EF would not affect the time students devote to process either the question content or the text information (Golke et al, 2015). However, EF would increase the processing time and the students' decisions to access optionally-delivered feedback over a control condition.…”

Section: Objectives and Hypothesesmentioning

confidence: 87%

“…Question-answering tasks can include feedback information to improve students' comprehension and their accuracy to assess textual relevance as long as the feedback messages include precise information on the task performed and students are willing to invest some effort in processing them. To the best of our knowledge, only a few studies have explored whether computer-based formative feedback influences student's text comprehension (e.g., Golke et al, 2015;Lee, Lim, & Grabowski, 2009) and reading strategies (e.g., Llorens et al, 2016;Llorens, Vidal-Abarca, Cerdán, & Ávila, 2015). For instance, Golke et al (2015) examined the effects of different types of EF (i.e., KR feedback along with inference-prompts, error explanations, and monitoring-prompts) in comparison to KR feedback and no feedback on sixth-grade students' text comprehension performance.…”

Section: The Role Of Formative Feedback In Question-answering Tasksmentioning

confidence: 99%

“…To be effective, students must engage actively in processing the feedback (Bangert-Drowns, Kulik, Kulik, & Morgan, 1991). However, there is a lack of research on the effects of feedback on the students' question-answering process (i.e., time processing the question, searching the text, and processing the feedback) (Golke et al, 2015). One of the main advantages of computers is that students are given the possibility of making ongoing decisions to use the materials, so that some pieces of feedback can be delivered upon students' request.…”

Section: The Role Of Formative Feedback In Question-answering Tasksmentioning

confidence: 99%

“…This EF is likely to improve the students' comprehension skills. Prior research has analyzed the effects of feedback on text comprehension and the transfer of reading skills (e.g., Golke, Dörfler, & Artelt, 2015;Llorens, Vidal-Abarca, & Cerdán, 2016). However, no study has explored the feedback effects on the question-answering process (e.g., students' accuracy to assess textual relevance, and the time devoted to process the question and the text content).…”

Section: Introductionmentioning

confidence: 99%

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Does Computer-based Elaborated Feedback Influence the Students’ Question-Answering Process?

Máñez

Vidal‐Abarca

Martínez

2019

EJREP

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Introduction. Students usually answer comprehension questions from texts as part of their academic activities. Elaborated Feedback (EF) has been found to be relatively effective to improve comprehension and learning from texts. However, there is little research on how computer-based feedback influences the question-answering process. This study examines the effects of a specific EF on the students' question-answering performance and their accuracy to assess textual relevance. Further, the study explores whether this EF influences the question, the text-search, and the feedback processing. Method. Seventy-five 7th and 8th grade students answered a set of 20 questions from two texts (10 questions per text). During the question-answering process, students had the text available and were forced to highlight the text information they considered relevant to answer each question. While half the students received item-based EF that included information on the student's answer correctness and her accuracy to select question-relevant text information along with monitoring hints on task-specific strategies, the other half received non-formative feedback (i.e., control feedback group). Results. EF enhanced the students' question-answering performance and reduced the amount of non-relevant text information students assessed as question-relevant. However, EF did not affect the question-relevant text information highlighted. Although EF did not influence the question and the text-search processing times in comparison to the control feedback group, students who received EF devoted more time and accessed additional information more often than the control group. Discussion and Conclusion. Computer-based EF on the students' question-answering performance and their accuracy to assess textual relevance can be efficient to improve the students' question-answering process. This study sheds light on how to deliver EF in a digital environment. However, further research is necessary to explore the cognitive and metacognitive processes involved in feedback processing.

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Section: Discussionmentioning

confidence: 92%

Section: Objectives and Hypothesesmentioning

confidence: 87%

Section: The Role Of Formative Feedback In Question-answering Tasksmentioning

confidence: 99%

Section: The Role Of Formative Feedback In Question-answering Tasksmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Does Computer-based Elaborated Feedback Influence the Students’ Question-Answering Process?

Máñez

Vidal‐Abarca

Martínez

2019

EJREP

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The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions

Yan

Chiu

2022

British Educational Res J

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Despite the general consensus on the positive impact of formative assessment on student learning, researchers have not shown the underlying mechanisms between specific formative assessment strategies and academic performance on an international sample. This study examines the link between student and teacher reports of teachers' formative assessment strategies (i.e. clarifying goals and monitoring progress, providing feedback, and instructional adjustments) and students' reading achievement, based on data from 151,969 fifteen-year-olds in 5,225 schools in 19 countries/regions in PISA 2018 via multilevel analysis of plausible values. The results show that clarifying goals and monitoring progress, and instruction adjustments are positively linked to reading achievement, but providing feedback alone has no significant impact. These findings highlight the complexity of formative assessment as a multifaceted concept and the different impacts of formative assessment strategies on student learning. Implications for researchers and practitioners are discussed.

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Evaluating Prerequisites for the Development of a Dynamic Test of Reading Competence: Feedback Effects on Reading Comprehension in Children

Dörfler

Golke

Artelt

2017

Methodology of Educational Measurement and Assessment

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The impact of elaborated feedback on text comprehension within a computer-based assessment

Cited by 43 publications

References 41 publications

Does Computer-based Elaborated Feedback Influence the Students’ Question-Answering Process?

Does Computer-based Elaborated Feedback Influence the Students’ Question-Answering Process?

The relationship between formative assessment and reading achievement: A multilevel analysis of students in 19 countries/regions

Evaluating Prerequisites for the Development of a Dynamic Test of Reading Competence: Feedback Effects on Reading Comprehension in Children

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