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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
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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.

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.

Related Experiment Videos

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.