Effects of Feedback Types and Opportunities to Change Answers on Achievement and Ability to Solve Physics Problems
Author:
Funder
CU Graduate School Thesis Grant
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s11165-020-09956-4.pdf
Reference27 articles.
1. Al-Hamly, M., & Coombe, C. (2005). To change or not to change: Investigating the value of MCQ answer changing for Gulf Arab students. Language Testing, 22(4), 509–531.
2. Attali, Y. (2011). Immediate feedback and opportunity to revise answers: application of a graded response IRT model. Applied Psychological Measurement, 35(6), 472–479.
3. Attali, Y. (2015). Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems. Computers & Education, 86, 260–267.
4. Attali, Y., & Powers, D. (2010). Immediate feedback and opportunity to revise answers to open-ended questions. Educational and Psychological Measurement, 70(1), 22–35.
5. Attali, Y., & van der Kleij, F. (2017). Effects of feedback elaboration and feedback timing during computer-based practice in mathematics problem solving. Computers & Education, 110, 154–169.
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