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ERIC Number: EJ838437
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0022-0973
Grading Scheme, Test Difficulty, and the Immediate Feedback Assessment Technique
DiBattista, David; Gosse, Leanne; Sinnige-Egger, Jo-Anne; Candale, Bela; Sargeson, Kim
Journal of Experimental Education, v77 n4 p311-336 Sum 2009
The authors examined how the grading scheme affects learning and students' reactions to the Immediate Feedback Assessment Technique (IFAT), an answer form providing immediate feedback on multiple-choice questions. Undergraduate students (N = 141) took a general-knowledge multiple-choice test of low, medium, or high difficulty. They used the IFAT with a number-correct (NC), partial-credit (PC), or correction-for-guessing (CG) grading scheme. After 1 week, they retook the test using a traditional response form with an NC scheme. When the authors used the NC or PC scheme for Test 1, the number of correct answers increased by more than 30% on Test 2. However, the increase was only about half as large with the CG scheme, suggesting that it interferes with the IFAT's learning benefits. Responses to questionnaire items provided no strong clues regarding the origin of this difference. Participants in all treatment conditions had positive attitudes toward the IFAT. (Contains 5 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada