Home
Resource
The effects of immediate versus delayed feedback after multiple-choice questions on subsequent exam performance
PDF
PDF format is widely accepted and good for printing.
Plug-in required
PDF-1(196.57 kb)
Citation & Export
View Usage Statistics
Staff View

Citation & Export
Hide

Simple citation

Sinha, Neha. The effects of immediate versus delayed feedback after multiple-choice questions on subsequent exam performance. Retrieved from https://doi.org/doi:10.7282/T37P8X5M

Export

Click here for information about Citation Management Tools at Rutgers.

Statistics
Hide

Description

TitleThe effects of immediate versus delayed feedback after multiple-choice questions on subsequent exam performance
NameSinha, Neha (author); Glass, Arnold (chair); Rovee-Collier, Carolyn (internal member); Karlin, Robert (internal member); Rutgers University; Graduate School - New Brunswick
Date Created2012
Other Date2012-10 (degree)
SubjectPsychology, Examinations--Interpretation, Multiple-choice examinations--Interpretation, Feedback (Psychology)
Extentvi, 57 p. : ill.
DescriptionThis 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.
NoteM.S.
NoteIncludes bibliographical references
NoteIncludes vita
Noteby Neha Sinha
Genretheses, ETD graduate
Persistent URLhttps://doi.org/doi:10.7282/T37P8X5M
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Version 8.5.5
Rutgers University Libraries - Copyright ©2024