文章基本信息

标题：Provision of Feedback During Preparation for Academic Testing: Learning is Enhanced by Immediate but not Delayed Feedback
本地全文：下载
作者：Dihoff, Roberta E ; Brosvic, Gary M ; Epstein, Michael L 等
期刊名称：The Psychological Record
印刷版ISSN：0033-2933
电子版ISSN：2163-3452
出版年度：2004
卷号：54
期号：2
页码：4
出版社：Southern Illinois University Carbondale
摘要：Students prepared for classroom examinations by completing practice tests, with selected items from these practice tests repeated, in either the original or in a modified wording, on classroom examinations and a final examination. The availability of immediate self-corrective feedback on Study 1 practice tests (0, 3, or 6 practice tests) was varied, while in Study 2, the timing of feedback provided during practice tests (immediate, end of test, 24-hour delay, control) was varied . Performance on 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. Predictions made in accordance with the interference-perseveration hypothesis and the delayretention effect were not supported. 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.