Effects of feedback in a computer-based assessment for learning

The effects of written feedback in a computer-based assessment for learning on students’ learning outcomes were investigated in an experiment at a Higher Education institute in the Netherlands. Students were randomly assigned to three groups, and were subjected to an assessment for learning with different kinds of feedback. These are immediate knowledge of correct response (KCR) þ elaborated feedback (EF), delayed KCRþ EF, and delayed knowledge of results (KR). A summative assessmentwas used as a post-test. No significant effectwas found for the feedback condition on student achievement on the post-test. Results suggest that students paid more attention to immediate than to delayed feedback. Furthermore, the time spent reading feedbackwas positively influenced by students’ attitude andmotivation. Students perceived immediate KCR þ EF feedback to be more useful for learning than KR. Students also had a more positive attitude towards feedback in a CBA when they received KCR þ EF rather than KR only. 2011 Elsevier Ltd. All rights reserved.