The impact of elaborated feedback on text comprehension within a computer-based assessment.

Autor/inn/en	Golke, Stefanie; Dörfler, Tobias; Artelt, Cordula
Titel	The impact of elaborated feedback on text comprehension within a computer-based assessment. Gefälligkeitsübersetzung: Die Auswirkungen von detailliertem Feedback auf das Textverständnis in einer computergestützten Erfassung.
Quelle	In: Learning and instruction, (2015) 39, S. 123-136Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2015.05.009
Schlagwörter	Kommunikation; Reiz; Verbale Kommunikation; Grundschule; Schüler; Feedback; Lernen; Motivation; Unterweisung; Leseverstehen; Computerunterstütztes Verfahren; Methode; Produktive Arbeit; Arbeitszeit; Leistung; Präsentation
Abstract	Investigated the effectiveness of elaborated feedback on 6th-graders' text comprehension within a computer-based assessment. Two experiments with a total sample of 817 6th-graders were performed. Experiments involved varying types of computer- or person-provided feedback including computer- or person-mediated inference prompts, monitoring prompts, and error explanations. Assessments included the Salzburg Reading Screening for Grades 5 to 8 (SLS 5-8), items from the PISA 2000 and the Berlin Longitudinal Reading Study, and a figure analogies subtest from the Cognitive Proficiency Test Grades 4 to 12+ (KFT 4-12+ R). Results showed that only the person-mediated inference significantly improved student performance. Students receiving such prompts increased their time on task correcting false responses on subsequent tests. The authors conclude with a discussion of motivational issues which likely play a role in students' consideration of person- or computer-mediated feedback. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3