About 120 students in each of 4 groups received 1 of the following feedback treatments on 3 midsemester examinations: (a) looking up wrong answers in the textbook, (b) having questions discussed by the instructor, (c) checking over answers from correct ones on the board, and (d) no feedback on the questions. On a pretest early in the semester the 4 treatment groups did not differ in initial ability level. A 4 X 4 (treatments X ability levels) analysis of variance on the retention and the transfer sections of the final examination indicated that the differences among the treatments and ability levels were significant at beyond the .001 level. Further analyses by Duncan's multiple range test indicated that the discussion method was best.

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