Conative Feedback in Computer-Based Assessment

REFERENCES

• Anderman , L. H. and Midgley , C. 1998 . “ Motivation and middle school students ” . ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 421281) .
   Google Scholar
• Azevedo , R. and Bernard , R. M. 1995 . A meta-analysis of the effects of feedback in computer-based instruction . Journal of Educational Computing Research , 13 ( 2 ) : 111 – 127 .
   Web of Science ®Google Scholar
• Baggott , G. and Rayne , R. 2001 . “ Learning support for mature, part-time, evening students: Providing feedback via frequent, computer-based assessments ” . In Proceedings of the 5th Computer Assisted Assessment (CAA) Conference 2001 (pp. 9–20) , Edited by: Danson , M. and Eabry , C . Loughborough, UK : Learning and Teaching Development, Loughborough University .
   Google Scholar
• Bandura , A. 1997 . Self-efficacy: The exercise of control , New York : Freeman . W. H.
   Google Scholar
• Bandura , A. 1991 . “ Self-regulation of motivation through anticipatory and self reactive mechanisms ” . In Perspectives on motivation , Edited by: Dienstbier , R. A. 69 – 164 . Lincoln : University of Nebraska Press . Nebraska Symposium on Motivation
   Google Scholar
• Barell , J. 1995 . “ Critical issue: Working toward student self-direction and personal efficacy as educational goals ” . Oak Brook, IL : North Central Regional Educational Laboratory . Retrieved December 10, 2008, from http://www.ncrel.org/ncrel/sdrs/areas/issues/students/learning/lr200.htm
   Google Scholar
• Bostock , S. J. 2004 . “ Motivation and electronic assessment ” . In Effective learning and teaching in computing , Edited by: Irons , A. and Alexander , S. 86 – 99 . London : Routledge Falmer .
   Google Scholar
• Boyer , K. E. , Phillips , R. , Wallis , M. D. , Vouk , M. A. and Lester , J. C. 2008a . “ Learner characteristics and feedback in tutorial dialogue ” . In Proceedings of the Third ACL (Association for Computational Linguistics) Workshop on Innovative Use of NLP (Natural Language Processing) for Building Educational Applications , 53 – 61 . Columbus, OH : Association for Computational Linguistics .
   Google Scholar
• Boyer , K. E. , Philips , R. , Wallis , M. , Vouk , M. and Lester , L. 2008b . “ Balancing cognitive and motivational scaffolding in tutorial dialogue ” . In Proceedings of the 9th International Conference on Intelligent Tutoring Systems , 239 – 249 . Heidelberg : Springer-Verlag . LNCS, Vol. 5091
   Google Scholar
• Butler , D. and Winne , P. 1995 . Feedback and self-regulated learning: A theoretical synthesis . Review of Educational Research , 65 ( 3 ) : 245 – 81 .
   Web of Science ®Google Scholar
• Cole , J. S. , Bergin , D. A. and Whittaker , T. A. 2008 . Predicting student achievement for low stakes tests with effort and task value . Contemporary Educational Psychology , 33 : 609 – 624 .
   Web of Science ®Google Scholar
• Economides , A. A. 2005 . Personalized feedback in CAT . WSEAS (World Scientific and Engineering Academy and Society) Transactions on Advances in Engineering Education , 3 ( 2 ) : 174 – 181 .
   Google Scholar
• Economides , A. A. and Roupas , C. 2007 . Evaluation of computer adaptive testing systems . International Journal of Web-Based Learning and Teaching Technologies , 2 ( 1 ) : 70 – 87 .
   Google Scholar
• Georgouli , K. 2002 . “ The design of a ‘motivating’ intelligent assessment system ” . In Intelligent Tutoring Systems: 6th International Conference: ITS 2002 (pp. 811–820) , Edited by: Cerri , S. A. , Gouardères , G. and Paraguaçu , F. Heidelberg : Springer-Verlag .
   Google Scholar
• Herschell , A. D. , Greco , L. A. , Filcheck , H. A. and McNeil , C. B. 2002 . Who is testing whom? Ten suggestions for managing the disruptive behavior of young children during testing . Intervention in School and Clinic , 37 : 140 – 148 .
   Google Scholar
• Hilgard , E. R. 1980 . The trilogy of mind: Cognition, affection, and conation . Journal of the History of the Behavioral Sciences , 16 : 107 – 117 .
   PubMed Web of Science ®Google Scholar
• Hong , E. and Do , Y. P. 2008 . Chinese students’ perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation . Learning and Instruction , 18 ( 6 ) : 499 – 512 .
   Web of Science ®Google Scholar
• Hudley , C. , Graham , S. and Taylor , A. 2007 . Reducing aggressive behavior and increasing motivation in school: The evolution of an intervention to strengthen school adjustment . Educational Psychologist , 42 ( 4 ) : 251 – 260 .
   Web of Science ®Google Scholar
• Huitt , W. 1999 . “ Conation as an important factor of mind ” . In Educational Psychology Interactive , Valdosta, GA : Valdosta State University . Retrieved March 14, 2007, from http://chiron.valdosta.edu/whuitt/col/regsys/conation.html
   Google Scholar
• Hurley , T. and Weibelzahlm , S. 2007 . “ Eliciting adaptation knowledge from on-line tutors to increase motivation ” . In User Modeling (UM) 2007 , Edited by: Conati , C. , McCoy , K. and Paliouras , G. 370 – 374 . Corfu, , Greece : Springer-Verlag . LNAI 4511
   Google Scholar
• Keller , J. M. 1987 . Development and use of the ARCS model of instructional design . Journal of Instructional Development , 10 ( 3 ) : 2 – 10 .
   Google Scholar
• Keller , J. M. and Suzuki , K. 1988 . “ Use of the ARCS motivation model in courseware design ” . In Instructional designs for microcomputer courseware , Edited by: Jonassen , D. H. 401 – 434 . Hillsdale, NJ : Lawrence Erlbaum .
   Google Scholar
• Kolbe , K. 1997 . Conative connection: Acting on instinct , Addison Wesley .
   Google Scholar
• Kulhavy , R. W. and Stock , W. A. 1989 . Feedback in written instruction: The place of response certitude . Educational Psychology Review , 1 ( 4 ) : 279 – 308 .
   Web of Science ®Google Scholar
• Lam , S. F. , Yim , P. S. and Ng , Y. L. 2008 . Is effort praise motivational? The role of beliefs in the effort–ability relationship . Contemporary Educational Psychology , 33 ( 4 ) : 694 – 710 .
   Web of Science ®Google Scholar
• Lepper , M. R. , Woolverton , M. , Mumme , D. L. and Gurtner , J. 1993 . “ Motivational techniques of expert human tutors: Lessons for the design of computer-based tutors ” . In Computers as Cognitive Tools , Edited by: Lajoie , S. P. and Derry , S. J. 75 – 105 . Hillsdale, NJ : Lawrence Erlbaum .
   Google Scholar
• Long , J. F. , Monoi , S. , Harper , B. , Knoblauch , D. and Murphy , P. K. 2007 . Academic motivation and achievement among urban adolescents . Urban Education , 42 ( 3 ) : 196 – 222 .
   Web of Science ®Google Scholar
• Lumsden , L. S. 1994 . “ Student motivation to learn. ERIC Digest No. 92 ” . Eugene, OR : ERIC Clearinghouse on Educational Management. (ERIC Document Reproduction Service No. ED 370200) .
   Google Scholar
• Martinez , M. 2001 . Key design considerations for personalized learning on the Web . Educational Technology & Society , 4 ( 1 ) : 26 – 40 .
   Google Scholar
• Mason , B. J. and Bruning , R. 2001 . “ Providing feedback in computer-based instruction: What the research tells us ” . Retrieved December 10, 2008, from http://dwb.unl.edu/Edit/MB/MasonBruning.html
   Google Scholar
• Nicol , D. J. and Macfarlane-Dick , D. 2006 . Formative assessment and self-regulated learning: A model and seven principles of good feedback practice . Studies in Higher Education , 31 ( 2 ) : 199 – 218 .
   Web of Science ®Google Scholar
• Ormrod , J. 2003 . Educational Psychology: Developing Learners , 4th , New Jersey : Merrill Prentice-Hall, 2003 .
   Google Scholar
• Rebolledo-Mendez , G. , du Boulay , B. and Luckin , R. 2006 . “ Motivating the learner: An empirical evaluation ” . In Intelligent Tutoring Systems (ITS) 2006 , Edited by: Ikeda , M. , Ashley , K. D. and Chan , T. W. Vol. 4053 , 545 – 554 . Heidelberg: Springer . LNCS
   Google Scholar
• Snow , R. E. 1989 . Toward assessment of cognitive and conative structures in learning . Educational Researcher , 18 ( 9 ) : 8 – 14 .
   Google Scholar
• Snow , R. and Farr , M. 1987 . “ Cognitive-conative-affective processes in aptitude, learning, and instruction: An introduction ” . In Conative and affective process analysis , Edited by: Snow , R. and Farr , M. Vol. 3 , 1 – 10 . Hillsdale, NJ : Lawrence Erlbaum .
   Google Scholar
• Wentzel , K. R. and Wigfield , A. 2007 . Motivational interventions that work: Themes and remaining issues . Educational Psychologis , 42 ( 4 ) : 261 – 271 .
   Web of Science ®Google Scholar
• Wigfield , A. and Wentzel , K. R. 2007 . Introduction to motivation at school: Interventions that work . Educational Psychologist , 42 ( 4 ) : 191 – 196 .
   Web of Science ®Google Scholar
• Wlodkowski , R. J. 1999 . Enhancing adult motivation to learn , 2nd , San Francisco : Jossey-Bass .
   Google Scholar