Feedback

has been identified as a key component

of successful learning among students (Matthews,
Janicki & Patterson, 2012)

Feedback acts by increasing the strength of correct

responses and reducing the strength of incorrect
responses (DiBattista, Gosse, Sinnige-Egger & Sargeson, 2009)

Ways to give feedback using technology

(Parkin, Hepplestone, Holden, Irwin & Thorpe, 2012)

Online publication of grades & feedback: if students do not receive

feedback in time for it to be meaningful in relation to the task assessed, the
relevance of the feedback is reduced.

Adaptive release of grades & feedback: educational value comes from

separating the grade from the feedback as a means of encouraging students
to read and reflect on their feedback.
Linking feedback to assessment criteria: using electronic feedback to
generate consistent, detailed feedback that links directly with assessment
criteria and enables students to easily identify strengths and areas for
future improvement.


Not only is it important to identify answers as correct, but
an explanation of the incorrect answer and supporting
rational are essential. Explaining both the correct answer
and faults of an incorrect answer are helpful when
learners answer incorrectly. (Matthews, Janicki & Patterson, 2012)

Experimental studies in various settings have

shown that corrective feedback promotes
learning and, furthermore, that corrective
feedback is more effective than feedback that
provided information only about the
correctness or incorrectness of the responses.
(DiBattista, Gosse, Sinnige-Egger, Candale & Sargeson, 2009)

The research reviewed consisted of giving

college students immediate feedback however
the works cited does indicate benefits with all
students in receiving immediate and
meaningful feedback.

References:

Lottery scratch-off style test for

immediate feedback.
Immediate Feedback Assessment
Technique (IF-AT)

DiBattista, D., Gosse, L., Sinnige-Egger, J., Candale, B., & Sargeson, K. (2009). Grading Scheme, Test
Difficulty, and the Immediate Feedback Assessment Technique. Journal Of Experimental Education,
77(4), 311-336. doi:10.3200/JEXE.77.4.311-338
Matthews, K., Janicki, T., He, L., & Patterson, L. (2012). Implementation of an Automated Grading System with
an Adaptive Learning Component to Affect Student Feedback and Response Time. Journal Of
Information Systems Education, 23(1), 71-83.
Parkin, H., Hepplestone, S., Holden, G., Irwin, B., & Thorpe, L. (2012). A role for technology in enhancing
students engagement with feedback. Assessment & Evaluation In Higher Education, 37(8), 963-973.