Abstract
Recent research on student learning has suggested that immediate feedback provides better retention of information and, therefore, better student performance as compared with delayed feedback. Here, students completed four course exams during one semester that used response formats providing either delayed feedback or immediate feedback. Then, a quasi-experimental research design was utilized to compare student performance on course exams and a final exam considering testing type—delayed (traditional) feedback (Scantron sheets) versus instant feedback (immediate feedback assessment technique). The comprehensive final exam consisted of 50 items, with 20 items identical to questions from the previous four course exams. Scores on each of the four course exams did not differ (p=0.082, p=0.058, p=0.053, p=0.913) in their performance by test method. Results allow us to conclude that testing type and its associated feedback method have minimal positive effects on student performance.
 42_MS2019_0028.pdf | [ ] | 423 kB |
