Authors:
Pantelis M. Papadopoulos
;
Antonis Natsis
and
Nikolaus Obwegeser
Affiliation:
Aarhus University, Denmark
Keyword(s):
Feedback, Group Awareness, Formative Assessment, Quiz, Confidence, Preparation.
Related
Ontology
Subjects/Areas/Topics:
Computer-Supported Education
;
e-Learning
;
e-Learning Platforms
;
Information Technologies Supporting Learning
;
Learning Analytics
;
Learning/Teaching Methodologies and Assessment
;
Metrics and Performance Measurement
;
Simulation and Modeling
;
Simulation Tools and Platforms
Abstract:
The study analyzes the potential of different feedback metrics that could improve learning in quiz-based
activities. For five consecutive weeks, a group of 91 sophomore students started their classes on Information
Systems with a short multiple-choice quiz. The quiz activity was organized into three phases: (a) provide
initial response to the questions, (b) view feedback on class activity and revise initial responses, and (c)
discuss correct answers and class performance with the teacher. The feedback included information on the
percentage of students that selected each choice, on students’ self-reported levels of preparation, and their,
also self-reported, confidence that their initial responses were correct. The students used an online quiz tool
that was developed for the study and were randomly distributed into four groups, according to the type of
feedback they received (only percentage; percentage & confidence; percentage & preparation; percentage,
confidence, & preparation). Re
sult analysis revealed that students were relying first and foremost on the
percentage metric, even in cases where a wrong answer had the highest percentage value. However,
statistical analysis also revealed a significant main effect for confidence and preparation metrics in
questions where the percentage metric was ambiguous (i.e., several choices with high percentages).
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