Effects of computer-based feedback and formative assessment on learning outcomes

Abstract

The purpose of the study is to examine the effect of student response systems in computer-based feedback and formative assessment on learning outcomes. The backward design course is a tool to be applied for collecting necessary assessment evidence. The quasi-experimental research design involves collecting pretest and posttest data on students assigned to the control and the experimental group. The sample group consists of 148 college students randomly selected from two of the eight classes of electrical and electronics students at Cao Thang Technical College in Ho Chi Minh City, Vietnam. The research findings revealed that the experimental group, in which student response systems were applied, got better results than the control group, who did not apply them. Results show that using student response systems for technology-based feedback and formative assessment is vital and meaningful not only for teachers but also for students in the teaching and learning process.