Feedback to participants
Enhance the Learning Value of Assessments with Corrective Feedback
Feedback is provided in formative and diagnostic assessments to diagnose issues, correct misconceptions, and prescribe a suitable learning experience. Prescriptions can include e-learning, seeking advice of a mentor, instructor-led training and/or self-study. Feedback for summative assessments is limited to providing pass/fail information and certificates of completion.
It is possible to author and provide feedback at a question, topic level, and/or assessment level. Item, topic and assessment related feedback is authored within Authoring Manager. Instant feedback can optionally include scores achieved, graphics, multimedia, sound, videos, links to other assessments and URLs pointing to useful learning materials.
Item-level feedback denotes any text, graphic, or other message a participant receives in response to an answer they provided to a question.
Item-level feedback will provide specific diagnosis for a particular question, and the choices made within that question. Item level feedback will correct misconceptions related to a particular question However, there is a risk that too much item level feedback will just teach someone how to get the question right and not necessarily help them learn.
Questionmark allows you to define unique feedback for each choice within a question. For example, if you asked a person to name the capital of Germany, you might provide this type of unique feedback for each choice:
- Choice: München Feedback: "Incorrect. München is a city located in Germany but is not the capital."
- Choice: Bonn Feedback: "Incorrect. Bonn is the former capital of West Germany but is not the capital."
- Choice: Roma Feedback: "Incorrect. Roma is the capital city of Italy."
- Choice: Berlin Feedback: "Correct. Berlin is the capital city of Germany."
As with the item stimulus and choices, Questionmark enables authors to include images, video, hyperlinks, formulas and other resources within item, topic and assessment level feedback, enhancing the impact of this powerful learning device.
Topic-level feedback denotes any text, graphic or other message a participant receives based on the aggregated scores of items within a specific topic and/or sub-topic. For example, “Your score achieved in this specific topic indicates that you should consider further training. The following URL will link you to learning materials.” Topic-level feedback allows you to provide diagnostic and prescriptive advice without exposing the scoring algorithms used for a particular item. Example screenshot of topic level feedback:
Topic-level feedback is an excellent way to diagnose knowledge and skill deficiencies, correct misconceptions, and prescribe a learning event that would help the participant improve.
Assessment-level feedback denotes any text, graphic, or other message a participant receives based on the aggregated scores of all items answered within the scored part of the assessment.
Assessment-level feedback is often used within summative assessments to provide certificates of completion. Assessment-level feedback is sometimes used in diagnostic and formative assessments to provide a diagnosis and prescription at the assessment level, but topic level feedback is probably more useful for a participant.
Assessment-level feedback is formulated by assessment level outcomes. These outcomes are driven by the overall score of the assessment along with pre-requisites that are optionally set up for topics and sub-topics This means that the assessment can be set up to provide passing grades for a total score, or a total score plus a certain level of score within a topic. Typically this is used in tests and exams where a certain level of mastery of a certain topic must be achieved to pass a test, along with an overall level of mastery. For instance a food preparer might be required to take a food preparation test with a passing grade of 80% but they must also obtain a score of 90% on cleanliness to actually pass.
Questionmark allows you to set up numerous assessment outcomes that maintain the score bands with prerequisites to provide feedback and route the participant to additional assessments, learning material or information.