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Direct linkRichard Say; Denis Visentin; Annette Saunders; Iain Atherton; Andrea Carr; Carolyn King – Journal of Computer Assisted Learning, 2024
Background: Formative online multiple-choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple-choice tests can discourage meaningful engagement and enable strategies, such as trial-and-error, that circumvent intended learning outcomes. These strategies…
Descriptors: Feedback (Response), Self Management, Formative Evaluation, Multiple Choice Tests
