Effects of response-driven feedback in computer science learning

IEEE Transactions on Education

Volumn 54, Issue 3, 2011, Pages 501-508

  Alemán, José Luis Ferńndez ^a   Palmer Brown, Dominic ^b   Jayne, Chrisina ^b  

^a UNIVERSITY OF MURCIA   (Spain)

^b LONDON METROPOLITAN UNIVERSITY   (United Kingdom)

Author keywords

Active learning; e learning; feedback; higher education; neural network

Indexed keywords

ACTIVE LEARNING; BLOOM'S TAXONOMY; DIAGNOSTIC FEEDBACK; FIRST-YEAR; HIGHER EDUCATION; MULTIPLE-CHOICE QUESTIONS; NETWORK-BASED; PROGRAMMING PROBLEM; SOFTWARE QUALITY;

COMPUTER AIDED NETWORK ANALYSIS; COMPUTER SCIENCE; COMPUTER SOFTWARE SELECTION AND EVALUATION; DATA REDUCTION; E-LEARNING; PROGRAM DIAGNOSTICS;

NEURAL NETWORKS;

EID: 79960225824     PISSN: 00189359     EISSN: None     Source Type: Journal    
DOI: 10.1109/TE.2010.2087761     Document Type: Article

References (38)

1. "National Student Survey" HEFCE, London, U.K., 2010 [Online]. Available: http://www.hefce.ac.uk/learning/nss
2. M. L. Epstein, A. D. Lazarus, T. B. Calvano, K. A. Matthews, R. A. Hendel, B. B. Epstein, and G. M. Brosvic, "Immediate feedback assessment technique promotes learning and corrects inaccurate first responses," Psych. Record, vol. 52, no. 2, pp. 187-201, 2002.
3. E. Higgins and L. Tatham, "Exploring the potential of multiple choice questions in assessment," Learn. Teach. Action, vol. 2, no. 1, 2003.
4. W. L. Kuechler and M. G. Simkin, "How well do multiple choice tests evaluate student understanding in computer programming classes," J. Inf. Syst. Educ., vol. 14, no. 4, pp. 389-399, 2003.
5. R. G. Kreig and B. Uyar, "Student performance in business and economics statistics: Does exam structure matter," J. Econ. Finance, vol. 25, no. 2, pp. 229-240, 2001.
6. M. Zeidner, "Essay versus multiple-choice type classroom exams: The students perspective," J. Educ. Res., vol. 80, no. 6, pp. 352-358, 1987.
7. G. O.Wesolowsky, "Detecting excessive similarity in answers on multiple choice exams," J. Appl. Stat., vol. 27, no. 7, pp. 909-921, 2000.
8. M. Paxton, "A linguistic perspective on multiple choice questioning assessment and evaluation," Assess. Eval. Higher Educ., vol. 25, no. 2, pp. 109-119, 2000.
9. D. Nicol, "E-assessment by design: Usingmultiple-choice tests to good effect," J. Further Higher Educ., vol. 31, no. 1, pp. 53-64, 2007.
10. D. J. Nicol and D. Macfarlane-Dick, "Formative assessment and selfregulated learning: A model and seven principles of good feedback practice," Studies Higher Educ., vol. 31, no. 2, pp. 199-218, 2006. (Pubitemid 43453822)
11. G. R. Hancock, "Cognitive complexity and the comparability of multiple-choice and constructed-response test formats," J. Experiment. Educ., vol. 62, pp. 143-157, 1994.
12. W. T. Rogers and D. Harley, "An empirical comparison of three-and four-choice items and tests: Susceptibility to test-wiseness and internal consistency reliability," Educ. Psych. Meas., vol. 59, pp. 234-247, 1999.
13. D. R. Bacon, "Assessing learning outcomes:A comparison ofmultiplechoice and short-answer questions in a marketing context," J. Market. Educ., vol. 25, pp. 31-36, 2003.
14. W. L. Kuechler and M. G. Simkin, "Why is performance on multiplechoice tests and constructed-response tests not more closely related? Theory and an empirical test," Decision Sci. J. Innov. Educ., vol. 8, no. 1, pp. 55-73, 2010.
15. K. Woodford and P. Bancroft, "Using multiple choice questions effectively in information technology education," in Proc. ASCILITE Conf., 2004, pp. 948-955.
16. B. Bloom, E. Furst, W. Hill, and D. Krathwohl, Taxonomy of Educational Objectives: Handbook I, The Cognitive Domain. Reading, MA: Addison-Wesley, 1956.
17. A. Rhodes, K. Bower, and P. Bancroft, "Managing large class assessment," in Proc. 6th Australasian Comput. Educ. Conf., 2004, pp. 285-289.
18. T. S. Roberts, "The use of multiple choice tests for formative and summative assessment," in Proc. 8th Australasian Comput. Educ. Conf., 2006, pp. 175-180.
19. G. Brown, J. Bull, and M. Pendlebury, Assessing Students Learning in Higher Education. London, U.K.: Routledge, 1997.
20. A. Payne, W. Brinkman, and F. Wilson, "Towards effective feedback in e-learning packages: The design of a package to support literature searching, referencing and avoiding plagiarism," in Proc. HCI Workshop, Design, Use Experience E-Learn. Syst., 2007, pp. 71-75.
21. P. Denny, J. Hamer, A. Luxton-Reilly, and H. Purchase, "Peerwise: Students sharing their multiple choice questions," in Proc. 4th Int. Workshop Comput. Educ. Res., 2008, pp. 51-58.
22. G. Dafoulas, "The role of feedback in online learning communities," in Proc. 5th IEEE Int. Conf. Adv. Learn. Technol., 2005, pp. 827-831. (Pubitemid 44459525)
23. N. Iahad, G. A. Dafoulas, E. Kalaitzakis, and L. A. Macaulay, "Evaluation of online assessment: The role of feedback in learner-centered e-learning," in Proc. 37th Annu. Hawaii Int. Conf. Syst. Sci., 2004, pp. 10006.
24. R. Valdivia and M. Nussbaum, "Using multiple choice questions as a pedagogic model for face-to-face CSCL," Comput. Appl. Eng. Educ., vol. 17, no. 1, pp. 89-99, 2008.
25. M. Hodgkinson, "Tri-party eAssessment and personalised learning," 2009 [Online]. Available: http://www.jisc.ac.uk/whatwedo/ programmes/elearningcapital/heinfe/tea.aspx
26. S. Jordan and M. Pelling, "e-Assessment in Wales," 2009 [Online]. Available: http://www.jisc.ac.uk/whatwedo/programmes/elearningcapital/ heinfe/eassesswales.aspx
27. A. Jones, "Evaluation of generic, open-source, Web based marking tools with regard to their support for the criterion-referenced marking and the generation of student feedback," 2007 [Online]. Available: http://www.heacademy.ac.uk/projects/detail/learningandtechnology/elro/ elro-qub-06
28. L. DeMarcos, R. Barchino, J. J.Martínez, and J. A. Gutiérrez, "A new method for domain independent curriculum sequencing: A case study in a Web engineering master program.," Int. J. Eng. Educ., vol. 25, pp. 632-645, 2009.
29. C.-C. Hsu, K.-T. Wang, and Y.-M. Huang, "Modeling personalized learning styles in a Web-based learning system," Trans. Edutainment, vol. 4, pp. 12-21, 2010.
30. S. W. Lee, D. Palmer-Brown, and C. M. Roadknight, "Performanceguided neural network for rapidly self-organising active network management," Neurocomputing, vol. 61, pp. 5-20, 2004. (Pubitemid 39618368)
31. H. Donelan, C. Pattinson, and D. Palmer-Brown, "The analysis of user behaviour of a network management training tool using a neural network," J. System., Cybern. Inform., vol. 3, no. 5, pp. 66-72, 2006.
32. S.W. Lee, D. Palmer-Brown, and C. Draganova, "Diagnostic feedback by snap-drift question response grouping," in Proc. 9th WSEAS Int. Conf. Neural Netw., 2008, pp. 208-214.
33. S.W. Lee and D. Palmer-Brown, "Phonetic feature discovery in speech using snap-drift," in Proc. 16th Int. Conf. Artif. Neural Netw., 2006, pp. 952-962. (Pubitemid 44561953)
34. D. Rumelhart, G. Hinton, and R. J.Williams, "Learning representations by back-propagation errors," Nature, vol. 323, pp. 533-536, 1986.
35. T. Kohonen, "Improved versions of learning vector quantization," in Proc. Int. Joint Conf. Neural Netw., 1990, vol. 1, pp. 545-550.
36. "SUMA. Servicios de la Universidad de Murcia Abierta," Univ. Murcia, Murcia, Spain, 2010 [Online]. Available: https://suma.um.es/suma/sumav2
37. J. García-Molina, F. Montoya-Dato, J. Fernández- Alemán, andM.Majado-Rosales, Una Introducción a la Programación. Un Enfoque Algorítmico (in Spanish). Madrid, Spain: Thomson, 2005.
38. "ESDNN. E-learning snap-drift neural network," 2010 [Online]. Available: http://www3.londonmet.ac.uk:8188/newqa