STUDENTS PREFER THE IMMEDIATE FEEDBACK ASSESSMENT TECHNIQUE

2002 ◽  
Vol 90 (4) ◽  
pp. 1136 ◽  
Author(s):  
MICHAEL L. EPSTEIN
Keyword(s):  
Immediate Feedback ◽  
Assessment Technique

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

2002 ◽  
Vol 52 (2) ◽  
pp. 187-201 ◽  
Author(s):  
Michael L. Epstein ◽  
Amber D. Lazarus ◽  
Tammy B. Calvano ◽  
Kelly A. Matthews ◽  
Rachel A. Hendel ◽  
...  
Keyword(s):  
Immediate Feedback ◽  
Assessment Technique

Immediate Feedback Assessment Technique: Multiple-Choice Test That “Behaves” like an Essay Examination

2002 ◽  
Vol 90 (1) ◽  
pp. 226-226 ◽  
Author(s):  
Michael L. Epstein ◽  
Gary M. Brosvic
Keyword(s):  
Corrective Feedback ◽  
Multiple Choice ◽  
Choice Test ◽  
Testing System ◽  
Multiple Choice Test ◽  
Partial Credit ◽  
Immediate Feedback ◽  
Assessment Technique ◽  
Choice Testing

A multiple-choice testing system that provides immediate affirming or corrective feedback and permits allocation of partial credit for proximate knowledge is suggested as an alternative to essay examinations.

Grading Scheme, Test Difficulty, and the Immediate Feedback Assessment Technique

2009 ◽  
Vol 77 (4) ◽  
pp. 311-338 ◽  
Author(s):  
David DiBattista ◽  
Leanne Gosse ◽  
Jo-Anne Sinnige-Egger ◽  
Bela Candale ◽  
Kim Sargeson
Keyword(s):  
Immediate Feedback ◽  
Assessment Technique

Students Prefer the Immediate Feedback Assessment Technique

2002 ◽  
Vol 90 (3_part_2) ◽  
pp. 1136-1138 ◽  
Author(s):  
Michael L. Epstein ◽  
Gary M. Brosvic
Keyword(s):  
Factor Analysis ◽  
Perceived Fairness ◽  
Immediate Feedback ◽  
Assessment Technique ◽  
Test Taking ◽  
Correct Procedure

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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