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Gary M. Brosvic, Michael J. Cook, Roberta E. Dihoff, Michael L. Epstein; The Psychological Record, Vol. 54, 2004
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Two studies were performed where students prepared for classroom examinations by completing practice tests in anticipation of a final exam. On the final exam selected items from the practice tests were repeated in either the original or in a modified wording. The availability of immediate self-corrective feedback (through the use of the IF-AT) in the Study 1 practice tests was varied (students were variously provided with immediate feedback on either 0, 3, or 6 of the practice tests). In Study 2, the timing of feedback provided during practice tests was varied. Students were variously provided with immediate feedback, end of test feedback, feedback after 24-hour delay or control (i.e. no) feedback.
The studies showed that performance on the final examinations was elevated by the provision of immediate feedback on practice tests in both studies, especially when test items were presented in their original wording, with some generalization observed on items presented in a modified wording. These results demonstrate considerable potential for immediate self-corrective feedback, delivered during test preparation through the Immediate Feedback Assessment Technique, to enhance performance on classroom examinations and to promote the retention of factual information during the academic semester.
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