Implementing technology-enhanced assessment to provide immediate feedback and facilitate self-feedback: An exploratory intervention in shadow education

Lijie QIN, Lan YANG

Research output: Contribution to conferencePapers

Abstract

This study aims to enhance Chinese secondary students’ English learning through two innovative and original online assessment tools [i.e., Individual-based Electronic Assessment (IEA) and Self-reinforcement E-Assessment (SEA) with Immediate Feedback Technique]. Two experimental classes and one control class of students in a tutoring center in Mainland China participated. The results showed IEA has a stronger effect on inspiring students’ feedback-seeking through inquiring teachers. Comparatively, SEA has better effects on inspiring students’ self-feedback through self-reflection. Students’ multiple dimensions of feedback orientation were generally improved/maintained at comparatively high levels, leading to improved English learning. This intervention suggested that the combination of the technology-enhanced immediate feedback through IEA and SEA supplemented by teacher feedback in EPT would 1) promote students’ feedback orientation, especially feedback accountability/ responsibility to uptake feedback, and 2) facilitate students’ self-feedback practices, and 3) create an environment with feedback culture in EPT to inspire students to utilize feedback. Copyright © 2021 HKERA-APERA International Conference.
Original languageEnglish
Publication statusPublished - Dec 2021

Citation

Qin, L., & Yang, L. (2021, December). Implementing technology-enhanced assessment to provide immediate feedback and facilitate self-feedback: An exploratory intervention in shadow education. Paper presented at The HKERA-APERA International Conference 2021, Hong Kong, China.

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