Formative computer-based assessment in higher education
Description
Citation
| Title | Formative computer-based assessment in higher education: The effectiveness of feedback in supporting student learning |
| Author(s) | T. Miller |
| Journal | Assessment & Evaluation in Higher Education |
| Date | 2009 |
| Volume | 34 |
| Issue | 2 |
| Start page | 181 |
| End page | 192 |
| Abstract | 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.) |
Using APA 6th Edition citation style.
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