The Impact of the Immediate Feedback Assessment Technique on Course Evaluations

Abstract

This project reports the results of two studies that investigated the impact on course evaluations of using partial credit iterative responding (PCIR) with the Results from Study 2 revealed no difference in course evaluations between conditions. Students earned roughly 40% of the partial credit available through PCIR, resulting in a 4 to 8% increase in their quiz scores, depending on the PCIR scheme.

The omitted variable: could DuoTest enable a new way to assess the link between individual and team performance in team-based learning?

“…Next steps. So far, DuoTest extends existing solutions for immediate impact assessments [14], since it allows to obtain deeper insights at a fraction of their cost. Nonetheless, this assessment tool is only as good as the team-based learning environment where the course is situated.…”

“…The immediate feedback assessment technique (IF-AT) form has (a) a series of boxes covered by an opaque, waxy coating similar to that found on scratch-off lottery tickets corresponding to the alternatives, with only one correct alternative having with a small star in it [14]. The authors found that students who did the final exam with the Immediate Feedback Assessment Technique (IF-AT) scored 10% more on average when they got partial credit for iterative responding (they could scratch more than one box).…”

“…H3 extends H2. Based on previous results of Maurer and Kropp [14] concerning IF-AT with partial credit, we could assume that a student having the possibility to correct his mistakes by discussing with his team will improve his final score.…”

The user experience of personalized content

“…The immediate feedback assessment technique (IF-AT) form has (a) a series of boxes covered by an opaque, waxy coating similar to that found on scratch-off lottery tickets corresponding to the alternatives, with only one correct alternative having with a small star in it (Maurer & Kropp, 2015). The athours found that students who did the final exam with the Immediate Feedback Assessment Technique (IF-AT) scored 10% more on average when they got partial credit for iterative responding (they could scratch more then one box).…”

Using Paper-based, Near-immediate Feedback to Support Active Learning in an Introductory Programming Course

“…Even small changes in assessment forms can affect student course evaluation responses. A recent study found use of IFAT forms has a positive impact on course evaluations when compared to traditional Scantron forms [9]. This is especially noteworthy for pre-tenure or other faculty in positions where course evaluations are of high importance.…”