A Discussion on the Feedback Strategies in Computerized Testing

Takako AKAKURA; Keizo NAGAOKA

A Discussion on the Feedback Strategies in Computerized Testing

Takako AKAKURA, Keizo NAGAOKA

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The authors examined the effect of feedbacking information on learners of their test results obtained through computerized tests. The learner's acceptability of computerized tests was revealed to be improved by distribution and explanation of newly devised feedback charts including data on one's response history and response latency during computerized testing that was carried out in formative evaluation. The feedback chart composed of graphic representation of relationship between degree of difficulty of each question and its response latency got a particularly high evaluation among learners. It was revealed that types of feedback chart that stood highest in learner's estimate varied with the learner traits. This observation will serve to develop educational systems that incorporate computerized tests into school lessons.

Publication: IEICE TRANSACTIONS on Fundamentals Vol.E76-A No.7 pp.1199-1203

Publication Date: 1993/07/25

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Type of Manuscript: Special Section LETTER (Special Section of Letters Selected from the 1993 IEICE Spring Conference)

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Takako AKAKURA, Keizo NAGAOKA, "A Discussion on the Feedback Strategies in Computerized Testing" in IEICE TRANSACTIONS on Fundamentals, vol. E76-A, no. 7, pp. 1199-1203, July 1993, doi: .
Abstract: The authors examined the effect of feedbacking information on learners of their test results obtained through computerized tests. The learner's acceptability of computerized tests was revealed to be improved by distribution and explanation of newly devised feedback charts including data on one's response history and response latency during computerized testing that was carried out in formative evaluation. The feedback chart composed of graphic representation of relationship between degree of difficulty of each question and its response latency got a particularly high evaluation among learners. It was revealed that types of feedback chart that stood highest in learner's estimate varied with the learner traits. This observation will serve to develop educational systems that incorporate computerized tests into school lessons.
URL: https://globals.ieice.org/en_transactions/fundamentals/10.1587/e76-a_7_1199/_p

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@ARTICLE{e76-a_7_1199,
author={Takako AKAKURA, Keizo NAGAOKA, },
journal={IEICE TRANSACTIONS on Fundamentals},
title={A Discussion on the Feedback Strategies in Computerized Testing},
year={1993},
volume={E76-A},
number={7},
pages={1199-1203},
abstract={The authors examined the effect of feedbacking information on learners of their test results obtained through computerized tests. The learner's acceptability of computerized tests was revealed to be improved by distribution and explanation of newly devised feedback charts including data on one's response history and response latency during computerized testing that was carried out in formative evaluation. The feedback chart composed of graphic representation of relationship between degree of difficulty of each question and its response latency got a particularly high evaluation among learners. It was revealed that types of feedback chart that stood highest in learner's estimate varied with the learner traits. This observation will serve to develop educational systems that incorporate computerized tests into school lessons.},
keywords={},
doi={},
ISSN={},
month={July},}

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TY - JOUR
TI - A Discussion on the Feedback Strategies in Computerized Testing
T2 - IEICE TRANSACTIONS on Fundamentals
SP - 1199
EP - 1203
AU - Takako AKAKURA
AU - Keizo NAGAOKA
PY - 1993
DO -
JO - IEICE TRANSACTIONS on Fundamentals
SN -
VL - E76-A
IS - 7
JA - IEICE TRANSACTIONS on Fundamentals
Y1 - July 1993
AB - The authors examined the effect of feedbacking information on learners of their test results obtained through computerized tests. The learner's acceptability of computerized tests was revealed to be improved by distribution and explanation of newly devised feedback charts including data on one's response history and response latency during computerized testing that was carried out in formative evaluation. The feedback chart composed of graphic representation of relationship between degree of difficulty of each question and its response latency got a particularly high evaluation among learners. It was revealed that types of feedback chart that stood highest in learner's estimate varied with the learner traits. This observation will serve to develop educational systems that incorporate computerized tests into school lessons.
ER -