Abstract
Purpose: The purpose of the research is to investigate personalized feedback paths of learners based on e-assessment according to the feedback preferences of learners and their needs. Methodology: The design-based research method consisting of two stages was used in this study. The study group comprised of 36 undergraduates in the department of Computer and Instructional Technology in the Education Faculty in one of the state universities was determined based on criterion sampling method. The data collection process has carried out with the same study group at both design stages by using blended learning method. Data collection tools are consisted of Motivation and Metacognition scales, learning management system records and semi-structured interview form. The descriptive analysis methods, Chi-Square independence test, multiple correspondence analysis, and content analysis have been used for data analysis. Findings: According to the findings of the research, the effect of test anxiety and extrinsic goal orientation from motivation sources, metacognition, the judgment of learning and task level variables have determined on feedback preferences of the learner. Classify by these characteristics, a number of personalized feedback strategies have been developed based on the learner's preferences and needs for feedback. In addition, it was found that learners wanted to get feedback from teachers rather than peers because they found teacher’s feedback more qualified and they did not trust their peers' feedback. Highlights: In order to use the personalized feedback strategies developed in the research in different research groups and training programs, it should be important that the system is similar to those in this study. These should be similar systems that determine both the learner's preference and the needs for feedback according to the learner characteristics to support learning performance. Otherwise, it is thought that will be out of the context of personalization.
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