The impact of elaborated feedback on text comprehension within a computer-based assessment

被引：32
|
作者：
Golke, Stefanie [1 ]
Doerfler, Tobias [2 ]
Artelt, Cordula [1 ]
机构：
[1] Univ Bamberg, Dept Educ Res, D-96045 Bamberg, Germany
[2] Univ Educ Heidelberg, Inst Psychol, D-69120 Heidelberg, Germany
来源：
LEARNING AND INSTRUCTION | 2015年 / 39卷
关键词：
Elaborated feedback; Text comprehension; Inferences; Motivation; Feedback presentation type; READING-COMPREHENSION; CONSTRUCTING INFERENCES; LEARNING-STRATEGIES; PROGRESS FEEDBACK; TIME; STUDENTS; PROMPTS; ABILITY; SKILL; TASK;
D O I：
10.1016/j.learninstruc.2015.05.009
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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. (C) 2015 Elsevier Ltd. All rights reserved.
引用
收藏
页码：123 / 136
页数：14
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