Students' Perceived Usefulness of Computerized Percentage-Only vs. Descriptive Score Reports: Associations with Motivation and Grades

Autor/inn/en	Daniels, Lia M.; Bulut, Okan
Titel	Students' Perceived Usefulness of Computerized Percentage-Only vs. Descriptive Score Reports: Associations with Motivation and Grades
Quelle	In: Journal of Computer Assisted Learning, 36 (2020) 2, S.199-208 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniels, Lia M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12398
Schlagwörter	Computer Assisted Testing; Feedback (Response); Value Judgment; Student Attitudes; Student Motivation; Tests; Scores; Performance; Predictor Variables + Suchen Sie Ihr Suchwort? Werturteil; Schülerverhalten; Schulische Motivation; Examination; Prüfung; Examen; Achievement; Leistung; Prädiktor
Abstract	In computer-based testing (CBT) environments instructors can provide students with feedback immediately. Commonly, instructors give students their percentage correct without additional descriptive feedback. Our objectives were (a) to compare students' perceived usefulness of a percentage-only score report vs. a descriptive feedback report in a CBT environment and (b) to test relationships amongst perceived usefulness, motivation, and exam performance. Using a semester-long repeated measures design embedded into three real examinations, we found that students perceived the descriptive feedback report as more useful than the percentage-only report. However, there were no relationships amongst the usefulness of the score report and students' motivation or exam scores. Instead, previous performance was the strongest positive predictor of future performance. We discuss the effortful work required to create descriptive feedback reports with their utility and suggest ways instructors may better support students in using descriptive feedback reports when they are implemented. [This paper was presented as part of the symposium "Communicating Assessment Results: How to Inform Decision making in Education" at NCME 2019, Toronto, ON.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01