The Effect of Feedback Types on Academic Achievement in Learning with Computerized Tests

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서울대학교 교육종합연구원
SNU Journal of Education Research, Vol.16, pp. 65-76
learning with computerized testfeedbackstandardized type feedbackdifferentiated type feedbackacademic achievement
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
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).
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education Research (SJER)SNU Journal of Education Research vol.16 (2007)
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