A Theory-Based Approach of Feedback in STACK-Based Moodle Quizzes Taking into Account Self-Regulation and Different Proficiency of Learners

Abstract

Digital assessment systems, such as STACK, nowadays offer various features to provide differentiated and individual feedback to learners. As literature shows, the focus is often on retrospective (error-related) information on the content level. Further aspects beneficial to learning such as self-regulation and consideration of the different capacities of working memory of heterogeneous learners are not yet sufficiently addressed. This article illustrates how feedback in a digital learning environment using the assessment system STACK might be designed to close this gap. According to the feedback model of Hattie and Timperley the discrepancy between current understandings and intended learning goals can be reduced by answering three feedback questions: “Where am I going?” (Feeding Up), “How am I going?” (Feeding Back) and “Where to next?” (Feeding Forward). Within the article it is discussed how these questions can be addressed either on the question level (specific feedback, general feedback) or on the quiz level (overall feedback). Furthermore, following Carless and Boud’s concept of feedback literacy, learners are given the opportunity to choose a particular type of feedback. The concept is developed and proven as part of the interdisciplinary project IdeaL at the OTH Amberg-Weiden that is funded by the Stiftung Innovation in der Hochschullehre. A STACK question from a formative assessment on basic properties of functions serves to illustrate the concept.