Adding feedback to formative quizzes can be a great strategy for assisting and enhancing student learning. Having feedback attached to quizzes can ensure that students receive timely input about their progress, which in turn can be useful for consolidating information as well as providing direction around areas that could benefit from greater attention. How do we incorporate feedback, and what types of feedback options are there?
When you create a quiz in FLO, you will be presented with sixteen different types of questions. Your quiz can be comprised of just one or multiple different question types. While each of these different question types has the capacity to incorporate feedback, it is important to note that this does not occur in a uniform way. Table 1 provides an overview of the different feedback options that are currently available for each question type in FLO. Further details explaining what these differences mean is provided below.
General response, whether correct or incorrect
Here, a single piece of feedback is provided to students, regardless of whether their response to the question is correct or incorrect. To achieve the level of feedback detail that is possible with the other types of feedback, it is often necessary to produce a lengthier feedback artefact.
Specific Feedback (within a question)
Feedback attached to individual responses within a question has the capacity to provide highly specialised and detailed commentary around whether a response was either correct or incorrect. Common examples include detailed explanations around why a response may have been correct or incorrect, as well as making suggestions around learning materials that the student may benefit from.
Any correct response
In this situation, a single piece of feedback is prepared and displayed when the selected options associated with a quiz question are correct. This is implemented regardless of the number of correct responses associated with a question.
Any partially correct response
When multiple parts of a question need to be answered, it is possible that students could select a combination of both correct and incorrect responses. In this instance, a single piece of feedback could be given. Often, this type of feedback may contain information on which responses were correct or incorrect, and why.
Any incorrect response
Often, automated questions contain multiple incorrect response options. By opting for this form of feedback, a single piece of feedback will be given when incorrect responses are selected, regardless of how many there are.
Types of feedback per question type
The table below summarises the types of feedback available for each quiz question type in FLO.
|Type of feedback|
|Question type||General response, whether correct or incorrect||Specific feedback (within a question)||Combined feedback – any correct response||Combined feedback – any partially correct response||Combined feedback – any incorrect response|
|Drag & drop into text||✓||✓||✓||✓|
|Drag & drop markers||✓||✓||✓||✓|
|Drag & drop onto image||✓||✓||✓||✓|
|Embedded answers (cloze)||✓|
|Random short answer matching||✓||✓||✓||✓|
|Select missing words||✓||✓||✓||✓|
Overall feedback (whole quiz)
In addition to providing feedback for individual questions, it is also possible to add overall feedback to a quiz. This type of feedback could be as simple as a generic congratulatory message or study tips, but could also be more specific and linked to grade boundaries (which can be defined by you).
Feedback can be added through various formats. Although text is commonly used, it is also possible to use images, audio, video, tables and hyperlinks, regardless of whether feedback is being applied to individual questions or to the quiz overall.
Next time you decide to use a quiz as a piece of formative assessment, think about what the educational objectives are and whether the use of feedback might support these aspirations. If you would like more information on adding feedback to your quiz, please visit the eLearning Gateway or contact your local eLearning support team via Service One.
Learning Designer, CILT