The effectiveness of methods for providing written feedback through a computer-based assessment for learning: a systematic review

This study reviews literature regarding the effectiveness of different methods for providing written feedback through a computer-based assessment for learning. In analysing the results, a distinction is made between lower-order and higherorder learning. What little high-quality research is available suggests that students could benefit from knowledge of correct response (KCR) to obtain lower-order learning outcomes. As well, elaborated feedback (EF) seems beneficial for gaining both lower-order and higher-order learning outcomes. Furthermore, this study shows that a number of variables should be taken into account when investigating the effects of feedback on learning outcomes. Implications for future research are discussed.

Keywords:Feedback, computer-based assessment, learning, assessment for learning, systematic review

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Fabienne M. van der Kleij, Caroline F. Timmers, Theo J.H.M. Eggen, The effectiveness of methods for providing written feedback through a computer-based assessment for learning: a systematic review in "CADMO" 1/2011, pp 21-38, DOI: 10.3280/CAD2011-001004