Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment

Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitu...

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Autores principales:	Fang Tang, Peida Zhan
Formato:	article
Lenguaje:	EN
Publicado:	SAGE Publishing 2021
Materias:	Education L
Acceso en línea:	https://doaj.org/article/47e69e58e5124c288a301c7c045059b5
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spelling	oai:doaj.org-article:47e69e58e5124c288a301c7c045059b52021-12-03T23:03:36ZDoes Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment2332-858410.1177/23328584211060804https://doaj.org/article/47e69e58e5124c288a301c7c045059b52021-12-01T00:00:00Zhttps://doi.org/10.1177/23328584211060804https://doaj.org/toc/2332-8584Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct–incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students’ learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge.Fang TangPeida ZhanSAGE PublishingarticleEducationLENAERA Open, Vol 7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education L
spellingShingle	Education L Fang Tang Peida Zhan Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment
description	Assessment for learning emphasizes the importance of feedback to promote learning. To explore whether cognitive diagnostic feedback (CDF) promotes learning and whether it is more effective than traditional feedback in promoting learning, this study conducted a quasi-experiment by utilizing a longitudinal cognitive diagnostic assessment to compare the effect of three feedback modes on promoting learning, including CDF, correct–incorrect response feedback (CIRF), and no feedback. The results provided some evidence for the conclusion that CDF can promote students’ learning and is more effective than CIRF in promoting learning, especially in more challenging areas of knowledge.
format	article
author	Fang Tang Peida Zhan
author_facet	Fang Tang Peida Zhan
author_sort	Fang Tang
title	Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment
title_short	Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment
title_full	Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment
title_fullStr	Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment
title_full_unstemmed	Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment
title_sort	does diagnostic feedback promote learning? evidence from a longitudinal cognitive diagnostic assessment
publisher	SAGE Publishing
publishDate	2021
url	https://doaj.org/article/47e69e58e5124c288a301c7c045059b5
work_keys_str_mv	AT fangtang doesdiagnosticfeedbackpromotelearningevidencefromalongitudinalcognitivediagnosticassessment AT peidazhan doesdiagnosticfeedbackpromotelearningevidencefromalongitudinalcognitivediagnosticassessment
_version_	1718373077520220160

Does Diagnostic Feedback Promote Learning? Evidence From a Longitudinal Cognitive Diagnostic Assessment

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