Students’ Perception of Receiving Immediate Assessment Feedback Towards Self-efficacy in Learning: Basis for Implementing Technology-Assisted Assessment Strategy
Abstract
This study has investigated the students’ perception on receiving immediate feedback on students’ self-efficacy in their learning. Students generally reported high self-efficacy (average score of 3.58), with strengths in areas like adapting learning strategies and overcoming challenges. Nevertheless, there were exceptions to this case. Some students experienced test anxiety and had no certainty that they fully understood the test given which suggests a need for things like relaxation techniques for test anxiety and metacognitive skill development that would enable students to reflect upon their own learning processes. To sum up, attention should be given to every student’s needs in any study of this kind. From all angles of self-efficacy, educators can modify instruction and create a supportive environment to increase student’s self-confidence more than ever before. Also worth noting is that technology-based assessments accompanied by immediate feedback can help improve the understanding of the learning process among students and in general boost their self-efficacy in life.
References
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31. Sewagegn, A., & Diale, T. (2019). The impact of teacher feedback on student self-efficacy and academic performance in mathematics. Journal of Educational and Developmental Psychology, 7(2), 189-202.
32. Shuell, T. J. (1986). Cognitive consequences of peer review. Research in the Teaching of English, 20(1), 43-62. http://www.communicationcache.com/uploads/1/0/8/8/10887248/effects_of_voice_and_peer_opinions_on_responses_to_inequity.pdf
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35. Stiggins, R. J. (2005). Assessment for learning: A handbook for educators. Merrill Prentice Hall.
36. Sudarwanto, T., & Sulistyowati, R. (2019). The Effect of Pedagogic Competence, Professional Competence, Social Competence, and Teachers’ Personal Competence on Teachers’ Performance in Marketing Program. 2019, 982–987. https://doi.org/10.18502/kss.v3i11.4065
37. Sudha, R., & Janardan, P. (2014). Item Analysis
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39. The jamovi project (2024). jamovi. (Version 2.5) [Computer Software]. Retrieved from https://www.jamovi.org.
40. Ukwumaka, K.O., Ukongkwen, G. I., Iroushu, U. E. (2022). Effects of immediate feedback on senior secondary school students achievement in essay writing in lokoja education zone. Retrieved from Al-Hikmah Journal of Arts & Social Sciences Education, Vol. 4, No. 2, December 2022. https://www.researchgate.net/publication/368840944_EFFECTS_OF_IMMEDIATE_FEEDBACK_ON_SENIOR_SECONDARY_SCHOOL_STUDENTS_ACHIEVEMENT_IN_ESSAY_WRITING_IN_LOKOJA_EDUCATION_ZONE
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42. Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3–4), 283–289. https://doi.org/10.1080/10627197.2006.9652993
43. Wiliam, D., & Black, P. (1989). Formative assessment and classroom learning. Educational Leadership, 46(5), 52-57. https://www.ascd.org/books/formative-assessment-strategies-for-every-classroom-an-ascd-action-tool-2nd-edition?variant=111005
44. Wiliam, D., & Black, P. (1998). Assessment and classroom learning. Educational Assessment, 5(1), 9-34.
45. Wynne, H., Caroline G., Patricia, D., and Desmond, N. (1992). Assessment and the improvement of education. The Curriculum Journal, 3:3, 215-230, DOI: 10.1080/0958517920030302
2. Bandura, A. (1986). Social cognitive theory of self-regulation. Psychological Review, 89(1), 191-224. https://psycnet.apa.org/record/1985-98423-000
3. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman Publications.
4. Bangert, D., Kulik, J. A., & Kullik, C.-L. C. (2003). Effects of feedback interventions on student achievement: A meta-analysis. Review of Educational Research, 73(1), 381-431. https://journals.sagepub.com/doi/10.3102/00346543061002213
5. Brookhart, S. M. (2017). How to give effective feedback to all your students. ASCD.
6. Butler, R. (1987). Why is it important to believe we can learn? Educational Psychologist, 22(3), 131-134. https://academic.oup.com/function/article/4/6/zqad049/7259148
7. Çekiç, A., & Bakla, A. (2021). A review of digital formative assessment tools: Features and future directions. International Online Journal of Education and Teaching (IOJET), 8(3). 1459-1485.
8. Chen, D. (2023). Use Of Technology-Based Assessments: A Systematic Review. Retrieved from ERIC - Education Resources Information Center. https://files.eric.ed.gov/fulltext/ED631217.pdf
9. Cimafranca, J. R. G., & Tamayo, L. (2019). Using ZipGrade Application in TLE Teachers’ Reports Compliance. Ascendens Asia Journal of Multidisciplinary Research, 3(2K), 1–7
10. Cortez, M. K. M., Singca, M. D., & Banaag, M. G. E. (2023). Use of ZipGrade: A revolutionary tool for grade 7 teachers in checking students’ long tests and unit tests. International Journal of Scientific Research, 12(8), 1–7
11. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
12. Dihoff, R. E., G. M. Brosvic, and M. L. Epstein. 2003. The role of feedback during academic testing: The delay retention effect revisited. The Psychological Record 53 (4): 533–48. doi: 10.1007/BF03395451
13. Dionson, A. C. (2023). Streamlining Grading Processes: A Study on the Efficacy of Microsoft Excel as a Tool for Minimizing Teacher Workload and Shortening Test Paper Checking Time (6th ed.). International Journal of Social Science and Human Research. DOI: 10.47191/ijsshr/v6-i11-47, Impact factor- 6.686
14. Eccles, J. S., & Roeser, R. W. (2011). Schooling and adolescent development in the middle grades: The balance of challenge and support. Journal of Educational Psychology, 103(4), 899-909.
15. Epstein, M.L., Lazarus, A.D., Calvano, T.B., Matthews, K.A., Hendel, R.A., Epstein, B.B., Brosvic, G.M., (2002). Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate First Responses. Retrived from https://link.springer.com/article/10.1007/BF03395423
16. Estarez A.R., Cheng M.A., Libunao S.P., Manalastas R.S., (2023): Teacher’s Experience in Using Zipgrade as Assessment Tool. International Research Journal of Modernization in Engineering Technology and Science. E-ISSN: 2582-5208
17. Ferguson, P. A. (2016). Teachers' perceptions of the impact of using technology for assessment. Journal of Technology and Teacher Education, 24(3), 347-371. https://edtech.worlded.org/wp-content/uploads/2015/07/TechEvaluationSbk2002.pdf
18. Fraenkel, J. R., & Wallen, N. E. (2019). How to design and evaluate research in education (9th ed.). Routledge.
19. Gall, M. D., Gall, J. P., & Borg, W. R. (2015). Educational research: An introduction (10th ed.). Pearson Education Limited.
20. Ismail, M. A. A., Ahmad, A., Mohammad, J. A. M., Fakri, N. M. R. M., Nor, M. Z. M., & Pa, M. N. M. (2019). Using Kahoot! as a formative assessment tool in medical education: A phenomenological study. BMC Medical Education, 19(1), 230. https://doi.org/10.1186/s12909-019-1658-z
21. Lipnevich, A.A., Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. (n.d.). Frontiers.
https://www.frontiersin.org/articles/10.3389/feduc.2021.720195/full
22. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to competing methodologies (4th ed.). Jossey-Bass.
23. Mukhtar, M. I., & Ahmad, J. (2015). Assessment for Learning: Practice in TVET. Procedia - Social and Behavioral Sciences, 204(November 2014), 119–126. https://doi.org/10.1016/j.sbspro.2015.08.124
24. Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: The role of feedback in year 10 mathematics classrooms. Journal of Educational Psychology, 98(1), 149-166. https://psycnet.apa.org/record/2020-56135-012
25. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
26. R Core Team (2023). R: A Language and environment for statistical computing. (Version 4.3) [Computer software]. Retrieved from https://cran.r-project.org. (R packages retrieved from CRAN snapshot 2024-01-09).
27. Razzaq, A., et al. (2020). The impact of self-efficacy and self-regulated learning on students' academic achievement: A structural equation modeling approach. Journal of Educational Sciences & Psychology, 10(1), 142-153. (Note: Consider replacing this reference with one that directly addresses immediate assessment feedback and self-efficacy if available)
28. Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119-140.
29. Santosa, B., & Dwi, S. (2018). Work-based assessment at vocational high school in Indonesia. International Journal of Research Studies in Education, 8(1). https://doi.org/10.5861/ijrse.2018.3011
30. Schunk, D. H. (2012). Student engagement in mathematics and science: A self-efficacy perspective. Mathematics Education Research Journal, 24(1), 3-30. https://www.researchgate.net/publication/334449548_Relationships_between_self-efficacy_beliefs_engagement_and_academic_performance_in_math_lessons
31. Sewagegn, A., & Diale, T. (2019). The impact of teacher feedback on student self-efficacy and academic performance in mathematics. Journal of Educational and Developmental Psychology, 7(2), 189-202.
32. Shuell, T. J. (1986). Cognitive consequences of peer review. Research in the Teaching of English, 20(1), 43-62. http://www.communicationcache.com/uploads/1/0/8/8/10887248/effects_of_voice_and_peer_opinions_on_responses_to_inequity.pdf
33. Shum, S. B.-L., Lin, C.-Y., & Liang, J.-C. (2023). Examining the relationship between feedback literacy, feedback self-efficacy, and teacher feedback practices. Teaching and Teacher Education, 130, 101618. https://www.sciencedirect.com/topics/social-sciences/feedback-literacy
34. Shum, S.B., Lim, L.A., Boud, D., Bearman, M., Dawson, P. (2023). A comparative analysis of the skilled use of automated feedback tools through the lens of teacher feedback literacy.
35. Stiggins, R. J. (2005). Assessment for learning: A handbook for educators. Merrill Prentice Hall.
36. Sudarwanto, T., & Sulistyowati, R. (2019). The Effect of Pedagogic Competence, Professional Competence, Social Competence, and Teachers’ Personal Competence on Teachers’ Performance in Marketing Program. 2019, 982–987. https://doi.org/10.18502/kss.v3i11.4065
37. Sudha, R., & Janardan, P. (2014). Item Analysis
38. Suhendara, Surjonob, H. D., Slamet, P. H., & Priyanto. (2020). The effectiveness of the ZipGrade-assisted learning outcomes assessment analysis in promoting Indonesian vocational teachers' competence. International Journal of Innovation, Creativity and Change, 11(5).
39. The jamovi project (2024). jamovi. (Version 2.5) [Computer Software]. Retrieved from https://www.jamovi.org.
40. Ukwumaka, K.O., Ukongkwen, G. I., Iroushu, U. E. (2022). Effects of immediate feedback on senior secondary school students achievement in essay writing in lokoja education zone. Retrieved from Al-Hikmah Journal of Arts & Social Sciences Education, Vol. 4, No. 2, December 2022. https://www.researchgate.net/publication/368840944_EFFECTS_OF_IMMEDIATE_FEEDBACK_ON_SENIOR_SECONDARY_SCHOOL_STUDENTS_ACHIEVEMENT_IN_ESSAY_WRITING_IN_LOKOJA_EDUCATION_ZONE
41. VanLehn, K. (2006). The role of student modeling in intelligent tutoring systems. International Journal of Artificial Intelligence in Education, 16(3), 267-306. https://www.researchgate.net/publication/228375106_Student_Modeling_in_an_Intelligent_Tutoring_System
42. Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3–4), 283–289. https://doi.org/10.1080/10627197.2006.9652993
43. Wiliam, D., & Black, P. (1989). Formative assessment and classroom learning. Educational Leadership, 46(5), 52-57. https://www.ascd.org/books/formative-assessment-strategies-for-every-classroom-an-ascd-action-tool-2nd-edition?variant=111005
44. Wiliam, D., & Black, P. (1998). Assessment and classroom learning. Educational Assessment, 5(1), 9-34.
45. Wynne, H., Caroline G., Patricia, D., and Desmond, N. (1992). Assessment and the improvement of education. The Curriculum Journal, 3:3, 215-230, DOI: 10.1080/0958517920030302
Authors
[1]
“Students’ Perception of Receiving Immediate Assessment Feedback Towards Self-efficacy in Learning: Basis for Implementing Technology-Assisted Assessment Strategy”, Soc. sci. humanities j., vol. 8, no. 06, pp. 3825–3834, Jun. 2024, doi: 10.18535/sshj.v8i06.1146.
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