International Group for the Psychology of Mathematics Education (PME)

Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1

Task-specific Vs. Aggregated Feedback: Learners’ Perceived Usefulness of Feedback in Online Self-assessments

Carl Wolfert, Irene Neumann, Daniel Sommerhoff

IPN Kiel/CAU Kiel

49th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2026Helsinki27 July 2026 - 1 August 2026pp. 1587–1594ISSN 2790-36482026Scopus conference code 336559
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Abstract

Online self-assessments (OSAs) are increasingly important, particularly during the transition from school to university. While feedback is integral to OSAs, it is unclear how to design feedback to be as useful as possible for learners. The empirical study compares the perceived usefulness and intended use of task-specific and aggregated feedback in mathematical OSAs, using data from N = 101 participants transitioning from school to university in a mathematics bridging course. The results show that it is not possible to favour one feedback aggregation level over the other in general. Instead, the results on perceived usefulness indicate that aggregated feedback is preferred by weaker learners, whereas task-specific feedback may better suit stronger learners. Individualization may thus be key for feedback design.

Keywords

feedbackperceptionsecondary-tertiary-transitione-assessment

Recommended citation

Wolfert, C., Neumann, I., & Sommerhoff, D. (2026). Task-specific Vs. Aggregated Feedback: Learners’ Perceived Usefulness of Feedback in Online Self-assessments. In Krzywacki H., Hähkiöniemi M., Haataja E., Hannula M.S., Hästö P. (Eds.), Proceedings of the International Group for the Psychology of Mathematics Education, Volume 1 (pp. 1587–1594). Psychology of Mathematics Education (PME). ISSN 2790-3648.
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