Mathematical skills > Problem solving

Question 48
How can e-assessments provide scaffolding (cues, hints) during and after problem-solving tasks?

This is rather a broad question, which has a number of aspects.

What motivates this question?

Immediate feedback has long been seen as one of the advantages of e-assessment, particularly when human resource for tutoring is so scares. Kluger and DeNisi (1996) provided some evidence on when feedback is and is not effective, but this needs to be translated into the e-assessment context.

What might an answer look like?

Some very specific research studies looking at the effectiveness of timing, types of feedback, regimens for allowing/encouraging repeated attempts once feedback have been given would all deepen our understanding of e-assessment and student learning more generally.

Related questions

• This issue is related to Q3: What are the approaches to detecting and feeding back on students’ errors?
• This issue is related to Q10: Under what circumstances is diagnosing errors worth the extra effort, as compared with generally addressing errors known to be typical?
• This issue is related to Q46: How can we assess problem solving using e-assessment?

References

Kluger, A. N. and DeNisi, A. (1996) Effects of feedback intervention on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 11(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254