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The effect of item feedback on multiple-choice test responses
Ana R Delgado1, Gerardo Prieto
1Departamento de Psicología Básica, Universidad de Salamanca, Spain. adelgado@gugu.usal.es
British Journal of Psychology (London, England : 1953)
|March 22, 2003
Summary
Item feedback on multiple-choice tests showed negligible or negative effects, contrary to predictions. This study suggests that providing item feedback in testing is not theoretically or empirically supported.
Area of Science:
- Educational Psychology
- Assessment and Evaluation
Background:
- Item feedback is commonly used in educational testing.
- Previous research has yielded mixed results on the efficacy of feedback.
Purpose of the Study:
- To investigate the effects of item feedback on multiple-choice test performance.
- To examine potential gender differences in response to feedback.
Main Methods:
- Two experiments were conducted to test the impact of item feedback.
- The second experiment controlled for participant ability in a high-powered replication.
Main Results:
- Feedback effects were found to be negligible or negative.
- No significant interaction effect between feedback and gender was observed.
Conclusions:
- Current recommendations for providing item feedback in testing lack theoretical and empirical foundation.
- Further research is needed to understand the complex role of feedback in assessment.