Online assessment feedback: competitive, individualistic, or… preferred form!
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Bower, M. (2005). Online assessment feedback: competitive, individualistic, or… preferred form!. Journal of Computers in Mathematics and Science Teaching, 24(2), 121-147. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/5681.
Journal of Computers in Mathematics and Science Teaching
Volume 24, Issue 2, April 2005
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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This study investigated the "the effects of receiving the preferred form of online assessment feedback upon middle school mathematics students." 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.
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