The Effects of Immediate Versus Delayed Feedback After Multiple-choice Questions on Subsequent Exam Performance PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of Immediate Versus Delayed Feedback After Multiple-choice Questions on Subsequent Exam Performance PDF full book. Access full book title The Effects of Immediate Versus Delayed Feedback After Multiple-choice Questions on Subsequent Exam Performance by Neha Sinha. Download full books in PDF and EPUB format.
Author: Neha Sinha Publisher: ISBN: Category : Examinations Languages : en Pages : 57
Book Description
This thesis investigates the effects of immediate versus delayed feedback following multiple-choice questions on subsequent performance on multiple-choice and recall questions. In three experiments, students in a college psychology lecture course received immediate or delayed feedback following multiple-choice questions on an initial unit exam which was followed up with exam(s) including both multiple-choice and short-answer questions. In the first experiment, the kind of feedback did not affect performance on the same multiple-choice questions when they were repeated on the final. In the second experiment, two subsequent follow-up exams included first a short-answer version of the multiple-choice question and then the same multiple-choice question. Performance on the short-answer questions was better following delayed feedback than following immediate feedback. However, the kind of feedback had no effect on the performance of the repeated multiple-choice questions. Also, the interval between the initial exam and the follow-up exam had no effect on performance. The third experiment examined whether delayed feedback increased confidence more than immediate feedback and whether the increase in confidence mediated the improved performance on subsequent short-answer questions. The delayed feedback had no effect on confidence for the subsequent short-answer and multiple-choice responses. Together, these results demonstrate that delayed feedback improves performance on the short-answer questions by increasing the subsequent generation of the correct response but does not influence recognition of it.
Author: Neha Sinha Publisher: ISBN: Category : Examinations Languages : en Pages : 57
Book Description
This thesis investigates the effects of immediate versus delayed feedback following multiple-choice questions on subsequent performance on multiple-choice and recall questions. In three experiments, students in a college psychology lecture course received immediate or delayed feedback following multiple-choice questions on an initial unit exam which was followed up with exam(s) including both multiple-choice and short-answer questions. In the first experiment, the kind of feedback did not affect performance on the same multiple-choice questions when they were repeated on the final. In the second experiment, two subsequent follow-up exams included first a short-answer version of the multiple-choice question and then the same multiple-choice question. Performance on the short-answer questions was better following delayed feedback than following immediate feedback. However, the kind of feedback had no effect on the performance of the repeated multiple-choice questions. Also, the interval between the initial exam and the follow-up exam had no effect on performance. The third experiment examined whether delayed feedback increased confidence more than immediate feedback and whether the increase in confidence mediated the improved performance on subsequent short-answer questions. The delayed feedback had no effect on confidence for the subsequent short-answer and multiple-choice responses. Together, these results demonstrate that delayed feedback improves performance on the short-answer questions by increasing the subsequent generation of the correct response but does not influence recognition of it.
Author: Persis T. Sturges Publisher: ISBN: Category : Languages : en Pages : 35
Book Description
Four groups of college undergraduates took a multiple-choice computer-managed test. Three of these groups received informative feedback (the entire item with the correct answer identified) either (1) immediately item-by-item (2-second delay), (2) following the entire test (20-minute delay), or (3) 24 hours later (24-hour delay). The fourth (control) group received no feedback. Scores on a criterion test, given 1 to 3 weeks later, showed that retention was significantly better for the two delayed feedback groups (20-minute and 24-hour delay) than for the immediate feedback group (2-second delay). These results confirmed previous findings of laboratory experiments--that retention following delayed feedback is not degraded by the delay. (Author).
Author: Timothy Brophy Publisher: Oxford University Press ISBN: 0190248157 Category : Music Languages : en Pages : 930
Book Description
In the music classroom, instructors who hope to receive aid are required to provide data on their classroom programs. Due to the lack of reliable, valid large-scale assessments of student achievement in music, however, music educators in schools that accept funds face a considerable challenge in finding a way to measure student learning in their classrooms. From Australia to Taiwan to the Netherlands, music teachers experience similar struggles in the quest for a definitive assessment resource that can be used by both music educators and researchers. In this two-volume Handbook, contributors from across the globe come together to provide an authority on the assessment, measurement, and evaluation of student learning in music. The Handbook's first volume emphasizes international and theoretical perspectives on music education assessment in the major world regions. This volume also looks at technical aspects of measurement in music, and outlines situations where theoretical foundations can be applied to the development of tests in music. The Handbook's second volume offers a series of practical and US-focused approaches to music education assessment. Chapters address assessment in different types of US classrooms; how to assess specific skills or requirements; and how assessment can be used in tertiary and music teacher education classrooms. Together, both volumes of The Oxford Handbook of Assessment in Music Education pave the way forward for music educators and researchers in the field.
Author: David C. Geary Publisher: Academic Press ISBN: 0128133686 Category : Psychology Languages : en Pages : 362
Book Description
Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts focuses on typical and atypical learning of complex arithmetic skills and higher-order math concepts. As part of the series Mathematical Cognition and Learning, this volume covers recent advances in the understanding of children's developing competencies with whole-number arithmetic, fractions, and rational numbers. Each chapter covers these topics from multiple perspectives, including genetic disorders, cognition, instruction, and neural networks. - Covers innovative measures and recent methodological advances in mathematical thinking and learning - Contains contributions that improve instruction and education in these domains - Informs policy aimed at increasing the level of mathematical proficiency in the general public
Author: Publisher: Academic Press ISBN: 0128052910 Category : Medical Languages : en Pages : 2517
Book Description
Learning and Memory: A Comprehensive Reference, Second Edition, Four Volume Set is the authoritative resource for scientists and students interested in all facets of learning and memory. This updated edition includes chapters that reflect the state-of-the-art of research in this area. Coverage of sleep and memory has been significantly expanded, while neuromodulators in memory processing, neurogenesis and epigenetics are also covered in greater detail. New chapters have been included to reflect the massive increase in research into working memory and the educational relevance of memory research. No other reference work covers so wide a territory and in so much depth. Provides the most comprehensive and authoritative resource available on the study of learning and memory and its mechanisms Incorporates the expertise of over 150 outstanding investigators in the field, providing a ‘one-stop’ resource of reputable information from world-leading scholars with easy cross-referencing of related articles to promote understanding and further research Includes further reading for each chapter that helps readers continue their research Includes a glossary of key terms that is helpful for users who are unfamiliar with neuroscience terminology
Author: Jeffrey D. Holmes Publisher: John Wiley & Sons ISBN: 1118760484 Category : Psychology Languages : en Pages : 183
Book Description
Great Myths of Education and Learning reviews the scientific research on a number of widely-held misconceptions pertaining to learning and education, including misconceptions regarding student characteristics, how students learn, and the validity of various methods of assessment. A collection of the most important and influential education myths in one book, with in-depth examinations of each topic Focusing on research evidence regarding how people learn and how we can know if learning has taken place, the book provides a highly comprehensive review of the evidence contradicting each belief Topics covered include student characteristics related to learning, views of how the learning process works, and issues related to teaching techniques and testing
Author: Carl Hendrick Publisher: John Catt Educational ISBN: 9781911382379 Category : Education Languages : en Pages : 232
Book Description
In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching. The result is a fascinating manual that will benefit every single teacher in every single school.
Author: Sanne Dijkstra Publisher: Routledge ISBN: 1136480226 Category : Education Languages : en Pages : 494
Book Description
Instructional design theory and practice has evolved over the past 30 years from an initial narrow focus on programmed instruction to a multidimensional field of study integrating psychology, technology, evaluation, measurement, and management. The growth of instructional design (ID) has occurred because of direct needs, problems, and goals from society. Its application in planning instruction first developed in the United States with the Department of Defense during World War II with the purpose of meeting immediate concerns for effective training of larger numbers of military personnel. From the beginning, ID has rapidly expanded into applications in industrial and executive training, vocational training, classroom learning, and professional education. Although ID has its roots in the U.S., applications and theoretical growth is an international activity. However, literature at the international level is still limited to either individual author contributions or collections primarily represented by single countries. As a result, there is no standard reference source that contains the rich variety of theories and applications to form the international foundation for the field. The goal of this two-volume set is to establish international foundations for ID theory, research, and practice within the framework of the two following objectives: * to identify and define the theoretical, research, and model foundations for ID, and * to bridge the gap between ID foundations and application. Volume I includes chapters on philosophical and theoretical issues on learning theory and ID models. Volume II provides an overview of the state of the art of solving ID problems. The contributors offer contrasting points of view which provide a rare opportunity to see the diversity and complexity in the field. The editorial committee has selected a wide range of internationally known authors to make presentations in the topic areas of the field.
Author: Neha Sinha
Author: Neha Sinha
Author: Persis T. Sturges
Author: Sherry Reiche
Author: Timothy Brophy
Author: Arthur S. Tabachneck
Author: David C. Geary
Author: 
Author: Jeffrey D. Holmes
Author: Carl Hendrick
Author: Sanne Dijkstra