Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation
(2023)
Journal Article
Say, R., Visentin, D., Saunders, A., Atherton, I., Carr, A., & King, C. (in press). Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation. Journal of Computer Assisted Learning, https://doi.org/10.1111/jcal.12868
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... Read More about Where less is more: Limited feedback in formative online multiple‐choice tests improves student self‐regulation.