The impact of elaborated feedback on text comprehension within a computer-based assessment |
| |
| Institution: | 1. Department of Educational Research, University of Bamberg, 96045 Bamberg, Germany;2. Institute of Psychology, University of Education Heidelberg, 69120 Heidelberg, Germany;1. McGill University, Department of Educational and Counselling Psychology, 3700 McTavish St., Montreal, Quebec H3A 1Y2, Canada;2. North Carolina State University, Department of Psychology, Poe Hall 640, 2310 Stinson Drive, Raleigh, NC 27695-7650, USA;1. University of Helsinki, Finland;2. Centre for Educational Assessment, Faculty of Educational Sciences, University of Helsinki, Finland;1. School of Engineering Education, Purdue University, 701 W. Stadium Ave., Suite 1300, West Lafayette, IN 47907, United States;2. MIT Sloan School of Management, Massachusetts Institute of Technology, 77 Massachusetts Ave., Building 62–339, Cambridge, MA 02139, United States;1. Educational Testing Service, United States;2. The Concord Consortium, United States |
| |
| Abstract: | We investigated what impact elaborated feedback has on sixth graders' deep-level comprehension of texts within a computer-based assessment. Experiment 1 (N = 566) focused on the contents of computer-provided elaborated feedback (i.e. inference-prompts, error explanations, or monitoring-prompt) using a control-group design. Results showed that none of the feedback treatments had an effect on performance. This appeared to result from participants' low commitment to processing the feedback. Experiment 2 (N = 251) focused on the feedback presentation type by varying computer-mediated and person-mediated inference-prompts within a control-group design. Results showed that only the person-mediated inference-prompts had significant effects on performance with respect to the correction of initially false answers to comprehension questions and the performance on subsequent test questions. Findings of both experiments indicate the impact of inference-prompts on text comprehension within performance assessments, highlighting the need to explicitly account for motivational issues in feedback interventions on higher-order reading processes. |
| |
| Keywords: | Elaborated feedback Text comprehension Inferences Motivation Feedback presentation type |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
