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Brosvic, G.M., Dihoff, R. E., Epstein, M. L.; The Psychological Record, Vol. 53, 2003
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This study examined the effects of varying delays in the provision of feedback on the retention of classroom materials. Students completed 5 quizzes during a semester using one of 3 different response formats, including: one format that provided no feedback (Scantron forms), one format that provided delayed feedback (feedback given both at end of test and 24 hours after the end of the test), and one format that provided immediate feedback given while students answered each test item (in the form of IF-AT). A final exam was was given 2 weeks after the students had completed the 5th quiz. The final exam consisted of 50 items, with 10 items randomly selected from each previous quiz given. Scores on each quiz, time to complete each quiz, and average study time per quiz did not differ as a function of response format.
Final examination scores differed only as a function of response format, with the improved scores resulting when 1) immediate feedback was provided and 2) end of test or delayed feedback rather than a control format was provided. Collectively, immediate feedback promoted significantly more recall than the provision of feedback that was delayed until either immediately after a test or for 24 hours.
Repeated responding (for identical questions on both tests) was evaluated by determining the likelihood of correct responding on the second (final examination) and the first (initial quiz) administration of each item, and differences were observed only as a function of response format. Immediate feedback maximized the continuation of initially-correct responding and minimized repeated incorrect responding.
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 academic semester.
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