Students’ Perceptions of the Strengths and Limitations of Electronic Tests Focusing on Instant Feedback
Students’ perceptions about feedback in e-tests have not been studied using qualitative methods. Therefore, the objective of this study was to investigate the students' attitude towards electronic tests, focusing on the feedback.
Despite the advantages of electronic tests, it is one of the neglected technologies in the students’ evaluation process. Based on the technology acceptance model, users' attitudes have a significant impact on the acceptance of each technology. There is a paucity of qualitative research regarding the examination of students’ attitudes towards e-testing and instant feedback.
A pilot study was used to achieve the aims of the study. Using purposeful sampling, the attitudes of 40 students from the University of Birjand who participated in the electronic test were examined.
This study suggests interventions to improve the acceptance of electronic tests and reduce resistance to them. It provides insight into understanding the nature of immediate feedback in electronic tests, puts forth suggestions for the successful implementation of e-tests in the students' evaluation process, and further provides information on the relationship between immediate feedback and student test anxiety
Among the various features of electronic tests, instant feedback has attracted students' attention more than others. Students’ perceptions about instant feedback were contradictory, because some felt instant feedback is stressful, while others considered it desirable. Based on the results, feedback on electronic tests: opportunity or challenge was selected as a main theme.
Practitioners should consider student attitude toward feedback in e-tests and they should personalize e-test feedback according to students’ preferences.
Researchers can examine quantitative and qualitative variables such as personality type, study approaches, exam anxiety and other factors in studying student’s attitudes towards feedback.
Teachers can use these finding in designing and developing e-tests in their formative and summative assessments, where they select the optimal feedback strategy for their assessments.
This study highlights that instant feedback is not necessarily acceptable to students. Further study is necessary to find when it is good and when it is not, for whom it is good or bad, how we can reduce the negative effects of instant feedback, and whether it increases exam anxiety or not.
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