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ERIC Number: ED170371
Record Type: RIE
Publication Date: 1979-Apr-12
Reference Count: 0
The Effects of Immediate Feedback Versus Traditional No-Feedback in a Testing Situation.
Gilmer, Jerry S.
Sixty college students from classes in educational measurement were divided into two groups. Each group was administered the same criterion test except that one group received feedback after every item and the other received no feedback. The students were also divided into three ability levels. Each test item was classified two ways; by item difficulty, and taxonomy (cognitive skill) classification. Scores for feedback students were significantly lower than the scores for no-feedback students. There were no interactions involving the feedback variables. These results are consistent with some published research and inconsistent with others. Although anxiety was not a variable in this study, examination of other research tends to support a relationship between feedback effects and anxiety. The combination of higher anxiety and immediate feedback appears to be associated with lower performance, especially in low ability students. (Author/MH)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (63rd, San Francisco, California, April 8-12, 1979)