Research On The Influence Of Feedback Timing And Content On The Pupils' Learning Performance In Online Tests Design

With the development of education informatization process in our country,the integration degree of information technology and class is deepening and expanding,more and more information teaching products going into the middle and primary school classroom,become indispensable tools of teachers and students in the process of teaching.the use of online test tools save more time and resources than paper and pencil test,greatly improving the utilization rate of class time,greatly reducing the workload of teachers.In order to make technology to better promote accurate teaching and differentiated learning,the design and application of various information testing tools continue to move towards intelligence and personalization.However,after observing and investigating the use of information testing tools by primary school teachers and students in the classroom,we found that there are two problems at present:(1)the feedback content of online testing tools to students is single,most of the tools feedback students' scores,accuracy,etc.,such feedback content is difficult to achieve the teaching role of students' guidance,regulation and incentives;(2)Teachers do not know what kind of feedback time and content are more beneficial to students' learning in the online test,which leads to that teachers can only use indicators such as score and accuracy to conduct teaching feedback in the online test.Based on the above phenomena and problems in the use of information testing tools by teachers and students in daily teaching,this study adopts observation method,investigation method,experimental research method and other research methods to collect data from classroom observation,teacher-student interviews,experimental research and other aspects.In the experimental study,the timing and content of feedback in the informatization test were taken as independent variables,and the informatization test results were taken as dependent variables.The experimental study was carried out by using the 2×4 two-factor design among the subjects.The results showed that in the informatization test scenario,the mean values of the informatization test results of the students receiving immediate feedback and those receiving delayed feedback were similar,with no significant difference.The mean value of information test results of students receiving self-regulation feedback and process feedback was higher than those receiving task feedback and individual level feedback,and the difference was significant.It can be known from the results that in terms of the feedback timing,there is no difference between the two feedback timing of getting feedback immediately after finishing a question and getting feedback on each question after finishing all the questions in a set of papers.In terms of the feedback content,compared with task feedback and individual level feedback,self-regulation level feedback and process feedback have a more positive impact on students' information test results.In addition,different feedback contents have different effects on learners at different initial levels.