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In this paper we study if feedback strategies during formative assessment with polling technology have an impact on learning gains. We conduct a randomized experiment in physics class in upper secondary education with the web-based polling system Socrative comparing three conditions. In the cooperative condition students receive a combination of peer discussion and teacher feedback, while in the individual condition they receive only teacher feedback. In the control condition students do not receive any feedback, from either teacher or peers. To measure what individuals learn from teacher feedback, whether or not combined with peer discussions, students in all three conditions individually answer paired isomorphic multiple-choice questions. Per question, we study the probability to answer the second isomorphic question correct and compare this between conditions The analyses show that teacher feedback, regardless of the peer discussions, positively affects learning gains in question pairs of the treatment conditions in comparison with the control condition. However, the cooperative condition shows that the largest learning gains occur when peer discussion is followed by teacher feedback. The findings provide insights into which feedback strategies affect learning gains in question pairs and are important for teachers when implementing feedback strategies during formative assessments.

This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, while students in the individual group use teacher feedback. To compare differences in metacognitive skills, students in the control group only use Socrative, but do not receive formative feedback from either teacher or peers. The results show that there is a significant positive effect of the cooperative treatment on both metacognitive skills and motivation in comparison with the control group. We find that students with low metacognitive skills benefit significantly more from the cooperative treatment than students with high metacognitive skills. No effects are found for the individual treatment. However, girls significantly increase their metacognitive skills and are more motivated than boys, when using an individual treatment. Additionally, a mediation analysis shows that motivation partially mediates the cooperative treatment and metacognitive skills. Based on these results, we recommend a combination of peer discussions and teacher feedback in physics courses. ispartof: Computers & Education vol:152 pages:1-21 status: published

This paper examines the relation between innovations and productivity in Dutch secondary schools. Innovation clusters are directly included in the production model. In order to correct for differences between schools, we add school type, region and year controls. The results indicate that process innovations, teacher professionalization innovations and education chain innovations are positively related to productivity, whereas new courses innovations and pedagogic innovations are negatively related to productivity. The results also show that innovations are directly related to productivity, but also through student performance. The positive results of teacher professionalization, education chain and process innovations are similar to what is found elsewhere in the literature.