Does Experience of Feedback Generation Promote Student Novel Problem Posing? An Empirical Study in a Database Course

Abstract

The use of problem posing to assess students' understanding and transfer of knowledge has been discussed. The author's previous study proposed a for learning assessment where students created problems that could be solved with solutions of given problems by changing the contextual settings in texts (situations). However, some of the students' problems did not feature new situations. To promote novel idea generation in the transfer of solutions into novel situations, this study adopted the generation of feedback to problems that students learned in a course to involve them more deeply in the problems. It then empirically investigated the effects of feedback generation on the students' problem-posing performance.