The role of feedback in interactive learning systems: a comparative analysis of computer-aided assessment for theoretical and practical courses

For several years, research on learning technologies has focused on supporting the development of learning environments dealing with content delivery based on various learning paradigms. There seems to be a lack of enthusiasm when the problem of evaluating the effect of assisting technologies to assessment and provision of feedback. This is partly justified by the difficulty in enacting authentic experiences of assessment and feedback mechanisms online. This paper attempts to contribute in the relatively limited literature that deals with the evaluation of learning systems and more specifically computer-aided assessment (CAA). The work discussed in this paper follows on the successful findings of earlier experiments of online assessment concerned primarily with the provision of feedback to participating learners. The paper initially suggests a different perspective for the relationship of the constructivist learning approach to the development of learner-centered learning environments. More specifically the paper outlines the effects of individual and social constructivism to both assessment and communication through feedback. Next the process of establishing a pilot study of an online test for a practical course is described and the findings are reviewed with respect to the role of feedback in computer-aided assessment (CAA). Finally a comparative analysis is made based on the evaluation results of an earlier online assessment experiment for a theoretical course.