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Dihoff, Roberta E. ; Brosvic, Gary M. ; Epstein, Michael L. ; Cook, Michael J., The Psychological Record, Vol 55, 39-66, 2005
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The effects of feedback on the acquisition and retention of mathematical fact series by elementary school students classified with mild mental retardation was examined in 4 studies. Different groups of students in the study were provided with different levels of feedback on tests. Certain students were provided with immediate feedback by either direct feedback from an educator or through the use of the Immediate Feedback Assessment Technique (IF-AT). Other students were provided with feedback at the end of a test series by a review of correct solutions (delayed feedback). And for control purposes, certain students were provided with no feedback by being tested with a Scantron form.
In the first study, data shows that immediate feedback provided directly by the educator resulted in greater reduction in both errors and repeated incorrect responding during intervention period. In addition, the repetition of errors during maintenance tests was lower. These results were replicated and extended in Study 2 to the operation of subtraction. In Study 3, the concurrent presentation of both forms of immediate feedback (directly by the educator and through the use of the IF-AT) was more effective than the presentation of either form separately. In Study 4, the adjunctive value of the IF-AT to facilitate the teaching-learning process was established, with higher levels of independent learning and retention demonstrated when the IF AT was available. The four studies together show that the IF-AT, as a simple paper and pencil tool, can assist the educator through the provision of individualized performance feedback and the encouraging of students to continue responding while simultaneously promoting independent learning.
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