Gary M. Brosvic

Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

Multiple-choice testing procedures that do not provide corrective feedback facilitate neither learning nor retention. In Studies 1 and 2, the performance of participants evaluated with the Immediate Feedback Assessment Technique (IF AT), a testing method providing immediate feedback and enabling participants to answer until correct, was compared to that of participants responding to identical tests with Scantron answer sheets. Performance on initial tests did not differ, but when retested after delays of 1 day or 1 week, participants evaluated with the IF AT demonstrated higher scores and correctly answered more questions that had been initially answered incorrectly than did participants evaluated with Scantron forms. In Study 3, immediate feedback and answering until correct was available to all participants using either the IF AT or a computerized testing system on initial tests, with the final test completed by all participants using Scantron forms. Participants initially evaluated with the IF AT demonstrated increased retention and correctly responded to more items that had initially been answered incorrectly. Active involvement in the assessment process plays a crucial role in the acquisition of information, the incorporation of accurate information into cognitive processing mechanisms, and the retrieval of correct answers during retention tests. Results of Studies 1-3 converge to indicate that the IF AT method actively engages learners in the discovery process and that this engagement promotes retention and the correction of initially inaccurate response strategies.

Provision of Feedback during Preparation for Academic Testing: Learning Is Enhanced by Immediate but Not Delayed Feedback.

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.

Immediate Feedback during Academic Testing

Performance on two multiple-choice testing procedures was examined during unit tests and a final examination. The Immediate Feedback Assessment Technique provided immediate response feedback in an answer-until-correct style of responding. The testing format which served as a point of comparison was the Scantron form. One format was completed by students in introductory psychology courses during unit tests whereas all students used the Scantron form on the final examination. Students tested with Immediate Feedback forms on the unit tests correctly answered more of the final examination questions which were repeated from earlier unit tests than did students tested with Scantron forms. Also, students tested with Immediate Feedback forms correctly answered more final examination questions previously answered incorrectly on the unit tests than did students tested previously with Scantron forms.

THE ROLE OF FEEDBACK DURING ACADEMIC TESTING: THE DELAY RETENTION EFFECT REVISITED

Students completed 5 quizzes during the semester using tesponse formats that provided no feedback (word-processed answer sheet, Scantron form), delayed feedback (end of test, 24 hours), or immediate feedback while answering each test item. Administered 2 weeks after students had completed the 5th quiz, the final examination consisted of 50 items, with 10 items randomly selected from each quiz. Scores on each quiz, time to complete each quiz, and average study time per quiz did not differ as a function of response format. Students demonstrated the highest recall, the most accurate identification of initial responses, the most confidence in their answers, and the least amount of perseverative incorrect responding on those final examination items that were originally responded to when immediate feedback was provided. These same students demonstrated less recall, less identification accuracy, lower confidence in their answers, and more perseverative incorrect responding on those final examination items that were originally responded to when either end of test or delayed feedback had been provided. Students’ self-reports assessing how response format affected learning, retention, and confidence were consistent with quantitative outcomes. The present results support prior’ demonstrations that combining immediate feedback with the opportunity to answer until correct not only assesses, but also teaches, in a manner that promotes the retention of course materials across the academic semester.

Efficacy of Error for the Correction of Initially Incorrect Assumptions and of Feedback for the Affirmation of Correct Responding: Learning in the Classroom.

Participants completed 5 classroom examinations during which the timing of knowledge of results (no feedback: Scantron form; delayed feedback: end-of-test, 24 hour delay; immediate feedback: educator, response form) and iterative responding (1 response, up to 4 responses) were manipulated. At the end of the semester, each participant completed a 100-item final examination which included 10 items randomly selected from each classroom examination, plus 50 entirely new items. Neither the source of feedback nor the number of responses permitted influenced performance on classroom examinations but both factors interacted significantly to enhance the final examination performance of participants provided with immediate feedback and iterative responding. The correction of initially inaccurate strategies by combining immediate feedback with iterative responding was not differentially effective as a function of information source: educator or the Immediate Feedback Assessment Technique (IF AT) form. For these participants, response identification accuracy, confidence ratings, and retention were higher and inaccurate perseverative responding was lower. Performance on the final examination permits the preliminary quantification of how immediate feedback coupled with iterative responding, when used during classroom examinations that contain items that will be repeated on a cumulative final examination, not only assesses student knowledge but also teaches in a manner that promotes the retention of course materials.

Taste detection and discrimination performance of rats following selective desalivation

Taste sensitivity and responsivity, two-tastant and taste-mixture discrimination performance, and taste preferences were examined prior to and after the selective desalivation of 48 male Long-Evans rats. Altered preference behavior was observed in rats after removal of the major salivary glands, as well as after removal of only the submandibular-sublingual complexes. In 9 of 12 desalivated rats, decreased sensitivity and increased responsivity to near-threshold sodium chloride solutions were observed, although these changes were less than one-half an order of magnitude. No between-group differences in performance on two-tastant and taste-mixture discrimination tasks were observed. These results suggest that decrements in absolute sensitivity do not result in concomitant deficits in the discrimination of taste qualities.

The Horizontal-Vertical Illusion and Knowledge of Results:

The Horizontal-Vertical (HV) Illusion was examined in two studies in which subjects adjusted the vertical line in L-shaped and inverted-T figures or produced lines in the vertical and horizontal planes. On the adjustment tasks, vertical lines were made significantly shorter than horizontal comparison lines, especially for the inverted-T figure. On the production tasks, lines drawn in the vertical plane were significantly shorter than lines drawn in the horizontal plane. The adjusted and created lines of subjects receiving intertrial feedback on illusion magnitude were significantly more accurate and less variable than the estimations of control subjects. Performance on either task or figure type did not differ as a function of sex of subject. The present results show that the HV illusion exists in the absence of line bisection or a comparison line and results from the overestimation of vertical lines. These findings further clarify the relative contributions of the structural and strategy mechanisms in the formation of the Horizontal-Vertical Illusion.

Influences of early thyroid hormone manipulations: Delays in pup motor and exploratory behavior are evident in adult operant performance

The effects of thyroid hormone depletion and enhancement on litter size, survival, body mass, ambulation, quadrant crossing, home orientation, day of eye opening, and free serum T3 and T4 levels were examined in Study 1. In Study 2, the effects of the timing of prenatal insult and the level of thyroid hormone depletion on litter size, survival, body mass, and free serum T3 and T4 levels were examined. Upon the completion of Study 1, randomly selected pups were maintained on ad-libitum water and food for 2 years, and performance was evaluated on fixed and variable ratio schedules, fixed and variable interval schedules, and probability and reversal learning tasks (Study 3). In Study 4, human subjects diagnosed with and treated for either congenital hypothyroidism or congenital hyperthyroidism were tested on the operant procedures used in Study 3, as well as on a series of simple reaction time, serial timing, and conjunctive and disjunctive search tasks. Dose-dependent decreases in survival and delays in the presentation of early motor and exploratory skills were observed following thyroid hormone depletion; dose-dependent accelerations in the presentation of early motor and exploratory skills were observed following thyroid hormone enhancement. Pups that had been prenatally exposed to propylthiouracil (PTU) 1-2 years after the return of thyroid hormones to baseline levels were significantly less accurate at timing on fixed and variable interval schedules, demonstrated an inability to allocate responding on probability tasks, and committed more errors during original learning (OL) and on each reversal problem. Similar deficits were observed in follow-up tests with humans diagnosed with congenital hypothyroidism, as were deficits in serial timing and visual searching. Collectively, the present results demonstrate that the pervasive and negative effects of prenatal thyroid deficiency on early behavior are also expressed during adult operant performance.

Quality specific differences in human taste detection thresholds as a function of stimulus volume

Taste detection thresholds for sodium chloride, sucrose, citric acid and quinine sulfate were determined with the Henkin three drop forced-choice method at stimulus volumes 0.05 ml, 0.50 ml, and 0.90 ml, with and without water rinses. Taste thresholds were inversely related to stimulus volume (median rs = -.68 and, within each volume, thresholds did not differ as function of water rinsing. The detection thresholds for sodium chloride (range: 15.06 mM to 6.7 mM), sucrose (range: 24.22 mM to 14.13 mM), citric acid (range: 1.47 mM to 0.5 mM) and quinine sulfate (range: 0.35 mM to 0.12 mM) were similar to those of other investigators using considerably larger stimulus volumes and different psychophysical procedures. The present results demonstrate that the Henkin three drop method provides a more optimal measure of changes in taste sensitivity when stimulus volumes of approximately 1 ml are used in place of the standard 0.05 ml stimulus volume.

Enhancing Learning in the Introductory Course.

In an examination of the effects of timing of feedback on student learning, participants were randomly assigned to complete five introductory course tests using either control (Scantron form) or one of three feedback (end-of-test, 24-hr delay, immediate) procedures. A cumulative final examination with 50 new items and 10 items repeated from each course test was used to assess retention during the academic semester. Fifty final examination items, administered at postcourse intervals of 3, 6, 9, and 12 months, were used to measure longer-term retention. The provision of feedback at either the end of a test or after a 24-hr delay, relative to control procedures, increased retention for 3 to 5 weeks during the semester. Robust enhancement of retention at all intervals was observed only when immediate feedback was provided. The magnitude of the immediate feedback effect indicates that students benefit from affirmation of correct responding and notification of incorrect responding during classroom tests and suggests noteworthy potential for creating learnable moments during which students validate and self-correct their knowledge stores.