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The Effect of Feedback Types on Academic Achievement in Learning with Computerized Tests
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Baek, Sun-Geun | - |
dc.contributor.author | Jung, Won-Woo | - |
dc.date.accessioned | 2010-12-03T04:41:05Z | - |
dc.date.available | 2010-12-03T04:41:05Z | - |
dc.date.issued | 2007 | - |
dc.identifier.citation | SNU Journal of Education Research, Vol.16, pp. 65-76 | - |
dc.identifier.issn | 1225-5335 | - |
dc.identifier.uri | https://hdl.handle.net/10371/70689 | - |
dc.description | An earlier version of this article was presented at the Pacific Rim
Objective Measurement Symposium (PROMS 2006), The Hong Kong Institute of Education, Tai Po, Hong Kong, June 27th-29th, 2006 | - |
dc.description.abstract | The purpose of this study was to show the effect of back types
(standardized type vs. differentiated type) on academic achievement in learning with computerized tests. For this study, two computerized learning programs with different feedback types were developed with HTML, PHP, and SQL computer languages, and a science achievement test was developed by two high school science teachers. The science achievement tests content and face validity were examined by 5 high school science teachers and its Cronbach's alpha coefficient was 0.82. The research subjects were 137 10th graders from 4 classrooms within 2 high schools in Korea. They were divided into two groups. One group took a 3-weeks learning program with computerized a test using standardized type feedbacks. The other group also took a 3-week learning program with a computerized test using differentiated type feedbacks. After learning with computerized tests was implemented, a science achievement test was administered to all students belonging to both groups. The result of data analysis with ANCOVA was that differentiated type feedback was more effective than the standardized type feedback for learning with computerized test (F=8.98, p<0.01). | - |
dc.language.iso | en | - |
dc.publisher | 서울대학교 교육종합연구원 | - |
dc.subject | learning with computerized test | - |
dc.subject | feedback | - |
dc.subject | standardized type feedback | - |
dc.subject | differentiated type feedback | - |
dc.subject | academic achievement | - |
dc.title | The Effect of Feedback Types on Academic Achievement in Learning with Computerized Tests | - |
dc.type | SNU Journal | - |
dc.contributor.AlternativeAuthor | 백선근 | - |
dc.contributor.AlternativeAuthor | 정원우 | - |
dc.citation.journaltitle | SNU Journal of Education Research | - |
dc.citation.endpage | 76 | - |
dc.citation.pages | 65-76 | - |
dc.citation.startpage | 65 | - |
dc.citation.volume | 16 | - |
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