Abstract 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.

中文翻译：

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大规模开放在线课程中预测试和反馈对绩效结果和坚持性的影响

摘要 本研究在大规模开放在线课程 (MOOC) 中检验了预测试和反馈对学习和坚持的影响。来自世界各地的参与者 (N = 399) 参加了美国自然历史博物馆 (AMNH) 的气候变化 MOOC，并被随机分配到四种实验条件之一。第一组的学习者在没有收到反馈的情况下进行了预测试。第二组的学习者进行了预测试并收到了基本（正确/不正确）的反馈。第三组的学习者进行了预测试并收到了详细的反馈。第四组是对照组。学习成果是通过后测来衡量的。结果表明：（1）在所有学生中，预测试和反馈不影响学习成果；(2) 预测试对持久性有负面影响；(3) 在完成课程的人中，预测试对学习成果产生积极影响；(4) 在参加预测试的人中，坚持对学习有积极的影响。这些发现代表了对评估和反馈文献的新贡献。