The effect of receiving the preferred form of online assessment feedback upon middle school mathematics students

Matt Bower*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

2 Citations (Scopus)

Abstract

In this experiment students completed a web-based quadratics equations learning module followed by a randomly generated online quiz that they could practise as often as they liked. The effect of receiving their preferred form of feedback (either competitive or individualistic) upon academic performance and attitude indicators was measured. The three key findings of the study were that: i) the facility to practice lead to a significant improvement in test score ii) providing students with their non-preferred form of feedback had a significantly negative impact on their mathematics ability self-rating iii) boys appeared more likely to adopt a fixated approach to this "power based" repetitive practise task. The differential effect of competitive versus individualistic feedback was also analysed.

Original languageEnglish
Title of host publicationProceedings of the Seventh IASTED International Conference on Computers and Advanced Technology in Education, CATE 2004
EditorsVladimir Uskov
Place of PublicationUSA
PublisherACTA Press
Pages462-467
Number of pages6
ISBN (Print)0889864306, 9780889864306
Publication statusPublished - 2004
EventProceedings of the Seventh IASTED International Conference on Computers and Advanced Technology in Education - Kauai, HI, United States
Duration: 16 Aug 200418 Aug 2004

Other

OtherProceedings of the Seventh IASTED International Conference on Computers and Advanced Technology in Education
CountryUnited States
CityKauai, HI
Period16/08/0418/08/04

Keywords

  • Assessment
  • Competitive
  • Feedback
  • Individualistic
  • Online
  • Preferred

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