Students prefer the immediate feedback assessment technique.

Full Abstract

Students responded to a questionnaire after completing classroom examinations using either Scantron forms or the Immediate Feedback Assessment Technique. Factor analysis of students' responses yielded six scales unrelated to students' grades and not differing by sex, course, or instructor. Students evaluated on the latter technique scored significantly higher on scales measuring ease of understanding and ease of completing response requirements, perceived fairness of and preference for an answer-until-correct procedure, and enhanced involvement in the test-taking process.

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Author information

Author/s: Epstein, Michael L (ML); Brosvic, Gary M (GM);

Affiliation: Science and Technology Center, Rider University, Lawrenceville, NJ 08648-3099, USA. Epstein@Rider.edu

Journal and publication information

Publication Type: Journal Article

Journal: Psychological reports (Psychol Rep), published in United States. (Language: eng)

Reference: 2002-Jun; vol 90 (issue 3 Pt 2) : pp 1136-8

Dates: Created 2002/08/01; Completed 2002/08/28; Revised 2004/11/17;

PMID: 12150398, status: MEDLINE (last retrieval date: 11/6/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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