What Kind of E-assessment Feedback Is Important to Students? An Empirical Study
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2022
Autori
Kadijević, DjordjeLjubojević, Danijela
Gutvajn, Nikoleta
Ostala autorstva
Passey, DonLeahy, Denise
Williams, Lawrence
Holvikivi, Jaana
Ruohonen, Mikko
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting ...a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.
Ključne reči:
e-assessment / feedback / language learning / learning approach / undergraduate studentsIzvor:
Digital Transformation of Education and Learning - Past, Present and Future, 2022, 642, 261-273Izdavač:
- Springer International Publishing
Finansiranje / projekti:
- Ministarstvo nauke, tehnološkog razvoja i inovacija Republike Srbije, institucionalno finansiranje - 200018 (Institut za pedagoška istraživanja, Beograd) (RS-MESTD-inst-2020-200018)
Napomena:
- IFIP TC 3 Open Conference on Computers in Education, OCCE 2021, Tampere, Finland, August 17–20, 2021
Povezane informacije:
- Povezani sadržaj
https://link.springer.com/chapter/10.1007/978-3-030-97986-7_22
DOI: 10.1007/978-3-030-97986-7_22
ISBN: 978-3-030-97985-0
WoS: 00079108500002
Scopus: 2-s2.0-85127022370
Institucija/grupa
IPITY - CHAP AU - Kadijević, Djordje AU - Ljubojević, Danijela AU - Gutvajn, Nikoleta PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/782 AB - E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included. PB - Springer International Publishing T2 - Digital Transformation of Education and Learning - Past, Present and Future T1 - What Kind of E-assessment Feedback Is Important to Students? An Empirical Study EP - 273 SP - 261 VL - 642 DO - 10.1007/978-3-030-97986-7_22 ER -
@inbook{ author = "Kadijević, Djordje and Ljubojević, Danijela and Gutvajn, Nikoleta", year = "2022", abstract = "E-assessment needs to provide detailed feedback that students would use. To this end, the content of feedback should include assessment information that is important to students. By using a convenient sample of twenty second-year undergraduate students, this study explored the extent to which different kinds of assessment feedback were important to students. Therefore, an online questionnaire was administered which, apart from asking values of some background variables including academic achievement, listed a number of different feedback techniques supporting activities applied in deep and strategic approaches to learning and studying. For each technique, students had to indicate the extent of the importance they assigned to it. It was found that: (1) although feedback techniques supporting a deep approach were as important to students as those supporting a strategic approach, the importance of the former was positively related to that of the latter; (2) feedback techniques supporting a deep approach were more important to females than males; (3) when the importance of all these feedback techniques together was considered in a specific way, their relevance to an increase in students’ knowledge, skills and motivation could be demonstrated. Although this study used a small sample that might characterise it as preliminary research, it revealed valuable findings, which due to their considerable effect size, make the sample size less questionable. Suggestions for further research are included.", publisher = "Springer International Publishing", journal = "Digital Transformation of Education and Learning - Past, Present and Future", booktitle = "What Kind of E-assessment Feedback Is Important to Students? An Empirical Study", pages = "273-261", volume = "642", doi = "10.1007/978-3-030-97986-7_22" }
Kadijević, D., Ljubojević, D.,& Gutvajn, N.. (2022). What Kind of E-assessment Feedback Is Important to Students? An Empirical Study. in Digital Transformation of Education and Learning - Past, Present and Future Springer International Publishing., 642, 261-273. https://doi.org/10.1007/978-3-030-97986-7_22
Kadijević D, Ljubojević D, Gutvajn N. What Kind of E-assessment Feedback Is Important to Students? An Empirical Study. in Digital Transformation of Education and Learning - Past, Present and Future. 2022;642:261-273. doi:10.1007/978-3-030-97986-7_22 .
Kadijević, Djordje, Ljubojević, Danijela, Gutvajn, Nikoleta, "What Kind of E-assessment Feedback Is Important to Students? An Empirical Study" in Digital Transformation of Education and Learning - Past, Present and Future, 642 (2022):261-273, https://doi.org/10.1007/978-3-030-97986-7_22 . .