Year: 2012
Type: dissertation
Abstract: The current study compared feedback via the Immediate Feedback Assessment Technique to typical scantron with delayed feedback. Following students during the course of one semester in two introductory psychology courses, students alternated between using the IFAT and using a typical scantron with feedback for formative assessment before taking each exam. Summative examination (post-tests) performance on assessments containing questions comparable and identical to questions seen on formative pre-tests were compared in order to assess any differences in performance depending on type of formative assessment and feedback experienced. Results showed mixed findings as to whether the IFAT is more effective at increasing retention compared to more delayed feedback using the typical scantron response form. Limitations and future directions are provided.
Author: Jacob W. Williams
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2432418953