Evidence to support integrating feedback best practice for computer‐based assessment in pharmacology education

Feedback is the most powerful driver of learning, but it can afford variable effects depending on the method used. The design of feedback for computer‐based assessment—now increasingly prevalent in higher education—remains relatively underexplored, particularly for pharmacology education. The growing momentum of curricular evolution in pharmacology education presents a timely opportunity to appraise and improve feedback practices in computer‐based assessment within the discipline. While there is extensive literature which outlines the principles of effective feedback, there is not a universal model we can apply with consistently positive outcomes. This review explores how empirical evidence can inform the development of effective feedback for use in computer‐based assessment. Drawing on findings from multiple meta‐analyses and primary research exploring elements of feedback design from across disciplines, this review confirms that elaborate feedback is more effective than corrective feedback alone. However, to support students to develop metacognitive skills for life‐long learning, feedback should be tailored to the characteristics of the learner with dialogic support necessary to optimize impact. It is also clear that a key prognostic indicator of successful feedback for performance and satisfaction is clear links to goals and standards. This review argues for feedback for computer‐based assessment to go beyond that which is efficient. Instead, it should be constructively aligned with clear goals, and be learner‐centred and dialogic to ensure we support the development of reflective and capable graduates of pharmacology education.