TY -  JOUR
PY -  2011
SN -  1972-5019
T1 -  The effectiveness of methods for providing written feedback through a computer-based assessment for learning: a systematic review
JO -  CADMO
DA -  6/15/2011 12:00:00 AM
DO -  10.3280/CAD2011-001004
UR -  http://www.francoangeli.it/Riviste/Scheda_rivista.aspx?idArticolo=42638
AU -  van der Kleij, Fabienne M.
AU -  Timmers, Caroline F.
AU -  Eggen, Theo J.H.M.
SP -  21
EP -  38
IS -  1
VL -  
LA -  EN
AB -  This study reviews literature regarding the effectiveness of different methods for providing written feedback through a computer-based assessment for learning. In analysing the results, a distinction is made between lower-order and higherorder learning. What little high-quality research is available suggests that students could benefit from knowledge of correct response (KCR) to obtain lower-order learning outcomes. As well, elaborated feedback (EF) seems beneficial for gaining both lower-order and higher-order learning outcomes. Furthermore, this study shows that a number of variables should be taken into account when investigating the effects of feedback on learning outcomes. Implications for future research are discussed.
PB -  FrancoAngeli
ER -