Immediate Feedback during Academic Testing

Epstein, M. A.; Epstein, Beth; Brosvic, Gary M.

doi:10.2466/pr0.2001.88.3.889

Cited by 81 publications

(41 citation statements)

References 13 publications

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“…Multiple-choice exams, however, have several disadvantages for testing mastery of course material including having only one opportunity to respond to a question. The Immediate Feedback Assessment Technique (IF AT ® ) form, introduced by M. Epstein, B. Epstein and Brosvic (2001), attempted to circumvent these issues. When using the form, a student scratches off an opaque film corresponding to the answer to a multiple choice question and observes either a star for a correct answer or a blank for an incorrect answer; instructors have the codes for different IF AT ® forms so as to write multiple choice questions where the correct answers correspond to the position of the stars on the IF AT ® form.…”

Section: Introductionmentioning

confidence: 99%

Multiple-Choice Testing Using Immediate Feedback—Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

Merrel¹,

Cirillo²,

Schwartz³

et al. 2015

HES

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Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT ® , Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT ® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT ® form). Analysis of second responses for 8775 questions on IF AT ® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT ® forms are useful assessment tools.

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Section: Introductionmentioning

confidence: 99%

Multiple-Choice Testing Using Immediate Feedback—Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

Merrel¹,

Cirillo²,

Schwartz³

et al. 2015

HES

View full text Add to dashboard Cite

show abstract

“…It also allows for partial credit to be earned as the team continues to work toward the correct answer. 25,[28][29] Partial credit can be awarded based on the number of attempts teams used to answer the question. The number of attempts teams needed to answer the question correctly can be determined by the number of answer choices that were "scratched" to reveal the correct answer, which is marked with a star.…”

Section: Readiness Assurance Processmentioning

confidence: 99%

Best Practices for Implementing Team-Based Learning in Pharmacy Education

Farland

Sicat

Franks

et al. 2013

American Journal of Pharmaceutical Education

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Colleges and schools of pharmacy are incorporating more team-based learning (TBL) into their curriculum. Published resources are available to assist instructors with implementing TBL and describing it in the health professions literature. The 7 core elements include: team formation, readiness assurance, immediate feedback, sequencing of in-class problem solving, the 4 "S" structure for developing team application exercises (significant problem, same problem, specific answer choice, simultaneous reporting), incentive structure, and peer evaluation. This paper summarizes best practices related to implementation of TBL in pharmacy education, including courses taught using teaching teams.

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“…Epstein and his colleagues recently reported on the effectiveness of an answer-until-correct testing tool, the Immediate Feedback Assessment Technique or IF AT (Epstein, Epstein, & Brosvic, 2001;Epstein, Lazarus, Calvano, Matthews, Hendel, Epstein, & Brosvic, 2002). The IF AT was designed for use with both small and large groups of learners across a wide range of assessment situations, especially within academic settings.…”

mentioning

confidence: 99%