Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students

New technologies are creating opportunities for online assessment not previously available to K-12 level teachers. However, most research into this particular aspect of education has focused on university level assessment. This case study placed online assessment into the context of an Irish fourth class primary classroom. To achieve this, focus was put on a comparison between immediate and delayed feedback for online tests. This particular comparison was selected in an attempt to better understand how and when feedback should be provided for frequent online assessments. A review of the literature and practical research was carried out. The literature review looked at frequent testing as a formative assessment method. Specifically it focused on multiple choice format vocabulary tests conducted online. A key element of this focus was the timing of feedback for these tests. Two timing methods were looked at; immediate, answer until correct feedback and delayed feedback. The literature review findings helped inform the research methodology. The research aspect of this study used online multiple choice vocabulary questions as the platform on which to compare the different timing methods. Online surveys of teachers, parents and students were also carried out and finally interviews with key staff members were conducted The literature review revealed that the optimal timing for feedback is an unresolved issue. This case study found that although there was a trend toward twenty four hour delayed feedback the difference with immediate, answer until correct feedback was not significant. Preparation for summative assessments emerged as an important advantage of frequent online tests for teachers, parents and students. Significant disadvantages to emerge related to technical, internet and resources issues. A positive attitude toward online testing in principle emerged from the surveys, although it was stronger with students and parents that with teachers. As a further study, it would be interesting to replicate these tests for students of different classes and over a longer time span to help further understand the emerging issues and findings of this case study.