A Study of the Relative Teaching Values of Four Common Practices in Correcting Examination Papers

Learning from feedback in college courses: Student beliefs, practices, and preferences

“…However, how they processed and regulated their use of the feedback varied. For exams and quizzes, a little over half of the students reported reviewing the items that they incorrectly answered much more often than the items they answered correctly, even though there can be a benefit to reviewing correct responses (e.g., Curtis & Woods, 1929; c.f., A. C. Butler et al, 2008). For the other tasks, about half of the students looked at the comments and corrections to be made.…”

The Effect of Type of Item on Student‐teacher Interaction During Feedback of Examination Performance

“…Although in the past psychologists explained the facilitating effect of knowledge of results on learning in terms of reinforcement (eg, Pressey, 1926(eg, Pressey, , 1927(eg, Pressey, , 1950Angell, 1949), today it is widely accepted that this effect is due primarily t o the provision of information (Annett, 1969). Several investigators have found that a particularly effective method of giving feedback of examination results is discussion between teacher and students (Curtis and Wood, 1929; Gilbert, 1956), and two studies provide evidence that this is due to the increased opportunities for information exchange which occur in the tutorial situation. Sassenrath and Garverick (1965) compared three methods of giving students feedback of midsemester examinations: letting them check their answers against the correct ones written on a blackboard; discussion with a n instructor; and assigning them to textbook material related to questions which they had answered incorrectly.…”