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Where Less Is More: Limited Feedback in Formative Online Multiple-Choice Tests Improves Student Self-Regulation
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Richard Say; Denis Visentin; Annette Saunders; Iain Atherton; Andrea Carr; Carolyn King – Journal of Computer Assisted Learning, 2024
Background: Formative online multiple-choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple-choice tests can discourage meaningful engagement and enable strategies, such as trial-and-error, that circumvent intended learning outcomes. These strategies…
Descriptors: Feedback (Response), Self Management, Formative Evaluation, Multiple Choice Tests
The Effects of Case Libraries on Problem Solving.
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Hernandez-Serrano, J.; Jonassen, David H. – Journal of Computer Assisted Learning, 2003
Describes a study of undergraduates that investigated the effects of providing access to a case library of related stories while solving ill-structured problems. Describes experimental, comparable, and control group treatments and discusses results of multiple-choice tests and short answer questions. (Author/LRW)
Descriptors: Analysis of Variance, Case Method (Teaching Technique), Higher Education, Multiple Choice Tests
The Efficacy of a World-Wide Web Mediated Formative Assessment.
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Buchanan, Tom – Journal of Computer Assisted Learning, 2000
Describes two studies that evaluated the effectiveness of a World Wide Web-based formative assessment package used in undergraduate psychology courses. Students taking online multiple-choice tests received instant feedback, and results showed that students who used the package performed better than those who did not. (Author/LRW)
Descriptors: Academic Achievement, Computer Assisted Testing, Feedback, Formative Evaluation
The Effect of Questioning on Concept Learning within a Hypertext System.
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Howard-Jones, Paul A; Martin, R. J. – Journal of Computer Assisted Learning, 2002
Reports on two studies of student teachers that investigated the effect of asking learners to answer questions when learning in a hypertext environment. Discusses effects on concept learning from three learning environments: no response or feedback, analysis using a multiple choice questionnaire, and rule generation by students. (Author/LRW)
Descriptors: Computer Assisted Instruction, Educational Environment, Feedback, Higher Education