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ERIC Number: EJ1148476
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
The Impact of the Immediate Feedback Assessment Technique on Course Evaluations
Maurer, Trent W.; Kropp, Jerri J.
Teaching & Learning Inquiry, v3 n1 p31-46 2015
This project reports the results of two studies that investigated the impact on course evaluations of using partial credit iterative responding (PCIR) with the Immediate Feedback Assessment Technique (IF-AT) forms on summative course assessments. This project also quantifies grade inflation from utilizing different PCIR schemes and documents the percentage of possible partial credit students earned. Study 1 compared evaluations in courses where exams were manipulated. Study 2 compared evaluations in courses where daily reading quizzes were manipulated. Results from Study 1 revealed that multiple course evaluation scores increased 10% in the PCIR condition. Students earned 75% of the partial credit available through PCIR, which resulted in a 10% increase in their exam scores. Results from Study 2 revealed no difference in course evaluations between conditions. Students earned roughly 40% of the partial credit available through PCIR, resulting in a 4 to 8% increase in their quiz scores, depending on the PCIR scheme.
Descriptors: Feedback (Response), Course Evaluation, Summative Evaluation, Grade Inflation, Tests, Scores, Multiple Choice Tests, Achievement Gains, Credits, Undergraduate Students, Likert Scales, Introductory Courses, Family Programs, Hypothesis Testing, Child Development, Evaluation Methods, Multivariate Analysis, Statistical Analysis
University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: http://tlijournal.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A