The Role of Feedback During Academic Testing: The Delay Retention Effect Revisited

Abstract

Students completed 5 quizzes during the semester using tesponse formats that provided no feedback (word-processed answer sheet, Scantron form), delayed feedback (end of test, 24 hours), or immediate feedback while answering each test item. Administered 2 weeks after students had completed the 5th quiz, the final examination consisted of 50 items, with 10 items randomly selected from each quiz. Scores on each quiz, time to complete each quiz, and average study time per quiz did not differ as a function of response format. Students demonstrated the highest recall, the most accurate identification of initial responses, the most confidence in their answers, and the least amount of perseverative incorrect responding on those final examination items that were originally responded to when immediate feedback was provided. These same students demonstrated less recall, less identification accuracy, lower confidence in their answers, and more perseverative incorrect responding on those final examination items that were originally responded to when either end of test or delayed feedback had been provided. Students' self-reports assessing how response format affected learning, retention, and confidence were consistent with quantitative outcomes. The present results support prior' demonstrations that combining immediate feedback with the opportunity to answer until correct not only assesses, but also teaches, in a manner that promotes the retention of course materials across the academic semester.

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

“…Epstein et al designed IF AT ® forms to overcome some of these issues (Epstein et al, 2001;Dihoff, Brosvic, & Epstein, 2003;Brosvic, Epstein, Cook, & Dihoff, 2005). For the professor, the immediate feedback assessment technique offers a benefit in that the grading of the multiple-choice portion of an exam is nearly completed during the actual testing process.…”

Cultivating ICT students’ interpersonal soft skills in online learning environments using traditional active learning techniques.

“…The IF-AT thus transforms traditional multiple-choice testing into an interactive learning opportunity for students (Epstein Educational Enterprises, 2009). Students demonstrate the highest recall, the most accurate identification of initial responses, the most confidence in their answers, and the least amount of continual incorrect answers when immediate feedback is provided (Dihoff, Brosvic, & Epstein, 2003). Immediate feedback response formats combined with the opportunity to answer-until-correct promotes greater retention, increased confidence and the greatest accuracy at identifying initial responses (correct and incorrect).…”

Provision of Feedback During Preparation For Academic Testing: Learning Is Enhanced by Immediate But Not Delayed Feedback

“…The development of the IF AT now provides the practical means through which immediate feedback can be provided in the classroom without reliance upon elaborate technology, and it also permits the direct comparison of the effects of immediate and delayed feedback on classroom learning. For example, in Dihoff et al (2003), students completed classroom examinations using response formats that provided feedback after each response, at the end of a test, or after a 24-hr delay. Students demonstrated the most recall , the most accurate identification of initial responses, the most confidence in their answers, and the least amount of perseverative incorrect responding on those final examination items that were originally responded to when immediate feedback was provided.…”