Bandura (1997) demonstrated in several studies that instructor feedback techniques are related to learner self-efficacy and achievement. Many performance theorists have argued that feedback is essential to help learners recognize accomplishment and failure, as well as to identify performance gaps and remediation strategies. This is common sense, really, but it is often overlooked as a critical component to the design of instructional systems, particularly those that provide frequent opportunities for learners to perform tasks.

Instructors often use adaptive feedback techniques to encourage struggling learners to experience at least some degree of success when performing challenging tasks. Rephrasing oral questions, providing hints or cues, simplifying tasks, and inflecting speech are common methods for attenuating task failure. However, Attribution theorists have noted that instructors must be careful when utilizing these methods because students often interpret these techniques as subtle indicators of inability.

Online testing tools have become increasingly available to educational technologist creating assessments for instructional systems, particularly those that are designed for web-delivery, such as in distance learning courses or corporate training portals. High-stakes and low-stakes testing are two common applications for these tools--the former being for graded or certifying assessments and the latter for formative or self-assessment.

Designers of online assessments must consider carefully the effect on motivation that feedback has. For example, suppose we were to design a web-based test for an undergraduate technology applications course. As you browse the site above and ponder the questions below, consider the importance of scheduling (when feedback occurs), attitude (the tone or style of feedback, as well as its emotional impact), and outcome (what the learner should do, or be able to do, following feedback)

1) Which of the feedback objects would be most appropriate for a low-stakes self-assessment? Why?
2) Which of the feedback objects would be most appropriate for a high-stakes graded test? Why?

Mixed-up Mother Goose is a classic exploratory-based multimedia game designed to teach young learners basic memory skills. The game allows the learner to wander a rich graphical environment, looking for artifacts that relate to familiar Mother Goose rhymes. When found, the learner carries the artifact (a sheep, for example) back to its owner (Little BoPeep), and is rewarded for such service with a song.

Consider the following questions as we play along:

1) How does the game provide feedback to the learner? Is it appropriate?
2) Are the tasks and behaviors expected of the learner explicitly defined? Anywhere? What effect does this have on learner motivation.