Date of Award
3-17-2022
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D.)
School Name
College of Health Professions
Department
Health Professions
Major Advisor
Barbara Jackson
Second Advisor
Megan Danzl
Third Advisor
Jason Pitt
Abstract
Background: Computer-based assessments are common in health professions education and offer robust feedback options. The style of feedback that is best for student learning is unclear.
Aim: To systematically review feedback post-computer-based assessment literature to identify key feedback strategies to optimize student learning and retention.
Methods: A search of electronic library databases, a supplemental Internet source, and reference lists were completed. Inclusion criteria were any English-language sources that used feedback post-computer-based assessment. Data were analyzed qualitatively and summarized descriptively.
Results: There were 134 records identified for initial relevancy through screening by title and abstract. The full texts of 41 records were retrieved and assessed further for relevance. A total of 23 records were analyzed. Three major themes were identified: Types of feedback, the timing of feedback, and student utilization.
Conclusion: Feedback post-computer-based assessments are an essential part of student learning. The type and timing of feedback delivery should be considered, and student engagement with feedback.
Recommended Citation
Huebner, Bethany, "Evaluating Feedback Post-Computer-Based Assessment in Health Professions Education: A Systematic Review" (2022). Graduate Theses, Dissertations, and Capstones. 122.
https://scholarworks.bellarmine.edu/tdc/122
Included in
Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Scholarship of Teaching and Learning Commons