Effects of pre-tests and feedback on performance outcomes and persistence in Massive Open Online Courses

This study examined the effects of pre-tests and feedback on learning and persistence in a massive open online course (MOOC). Participants (N = 399) from around the world enrolled in the American Museum of Natural History's (AMNH) climate change MOOC and were randomly assigned to one of four experimental conditions. Learners in the first group took pre-tests without receiving feedback. Learners in the second group took pre-tests and received basic (correct/incorrect) feedback. Learners in the third group took pre-tests and received elaborate feedback. The fourth group was the control. Learning outcomes were measured via post-tests. Results indicated that: (1) among all students, pre-tests and feedback did not affect learning outcomes; (2) pre-tests negatively affected persistence; (3) among those who completed the course, pre-tests positively affected learning outcomes; and (4) among those who took pre-tests, persistence positively affected learning. These findings represent a new contribution to assessment and feedback literature.

Automated summary

The study found that pre-tests and feedback did not impact learning outcomes for all students, but pre-tests had a negative effect on persistence. However, among students who completed the course, pre-tests positively affected learning outcomes, and persistence positively affected learning outcomes for those who took pre-tests.