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Related Experiment Videos

Immediate feedback during academic testing.

M L Epstein1, B B Epstein, G M Brosvic

  • 1Department of Psychology, Rider University, 2083 Lawrenceville Road, Lawrenceville, NJ 08648, USA. epstein@rider.edu

Psychological Reports
|August 18, 2001
PubMed
Summary

Immediate Feedback Assessment Technique (IFAT) testing improved student learning outcomes on multiple-choice exams compared to traditional Scantron forms. IFAT use on unit tests led to better recall of correct answers and improved correction of incorrect answers on the final exam.

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Area of Science:

  • Educational Psychology
  • Assessment and Evaluation

Background:

  • Traditional multiple-choice testing formats like Scantron lack immediate feedback, potentially hindering the learning process.
  • The Immediate Feedback Assessment Technique (IFAT) offers an alternative by providing instant feedback, allowing students to correct errors during the assessment.

Purpose of the Study:

  • To compare the effectiveness of IFAT with Scantron forms on student performance in introductory psychology courses.
  • To determine if IFAT impacts the retention and correction of knowledge on subsequent examinations.

Main Methods:

  • Two multiple-choice testing procedures were compared: IFAT (answer-until-correct) and Scantron forms.
  • Students in introductory psychology courses used IFAT for unit tests and Scantron for the final examination.

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Main Results:

  • Students using IFAT on unit tests answered more repeated questions correctly on the final exam than those using Scantron.
  • Students using IFAT on unit tests demonstrated improved performance on questions previously answered incorrectly compared to Scantron users.

Conclusions:

  • Immediate feedback through IFAT enhances long-term learning and retention of multiple-choice material.
  • IFAT is a more effective assessment strategy than Scantron for improving student understanding and recall in educational settings.