Student Preferences for Multiple Attempts and Feedback on Online Quantitative Assessments

Abstract

Research on multi-attempt online assessments is sparse and inconclusive and lacks the voice of students. To help bridge the gap, this paper analyzes student survey data across multiple supply chain management classes. The results show that students prefer three attempts on quantitative assessments. The preferences do not depend on age, gender or GPA. Other findings indicate that students favor concrete feedback over abstract. Rather than have the correct answer given away, students prefer the type of feedback that allows them to solve the problem on their own. This study helps pave the way to better understanding of effectiveness of and student satisfaction with different assessment settings of online assessments of quantitative assignments.