Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses.

Abstract

Previous studies investigating posttest feedback have generally conceptualized feedback as a method for correcting erroneous responses, giving virtually no consideration to how feedback might promote learning of correct responses. Here, the authors show that when correct responses are made with low confidence, feedback serves to correct this initial metacognitive error, enhancing retention of lowconfidence correct responses. In 2 experiments, subjects took an initial multiple-choice test on general knowledge facts and made a confidence judgment after each response. Feedback was provided for half of the questions, and retention was assessed by a final cued-recall test. Taking the initial test improved retention relative to not testing, and feedback further enhanced performance. Consistent with prior research, feedback improved retention by allowing subjects to correct initially erroneous responses. Of more importance, feedback also doubled the retention of correct low-confidence responses, relative to providing no feedback. The function of feedback is to correct both memory errors and metacognitive errors.

The Effect of Testing on the Retention of Coherent and Incoherent Text Material

“…For instance, a benefit of testing found after a relatively long interval could also be the result of an initial difference between conditions which has simply persisted over the course of the retention interval. This possibility pertains especially to those studies using tests with corrective feedback during initial learning, because testing with feedback can also improve recall performance after a relatively short retention interval (e.g., Butler et al 2008). On the other hand, it could also be the case that the absence of a testing effect found after a certain interval reflects the point in time where the respective forgetting functions following different conditions of practice crossover (e.g., Wheeler et al 2003).…”

Quiz as a Tool for Part Completion Exam in Anatomy

“…Quizzes provide testing effect that is it helps the students to learn and remember the topics for long periods [11][12][13]. It was proposed that assessment should be voluntary, nonjudgmental and should offer rapid feedback which helps the students for future retrieval of the topics [14][15][16]. Earlier studies testified that weekly quizzes are more beneficial to improve the academic performance of students [17].…”

The Influence of Feedback on Predictions of Future Memory Performance

“…Although some prior research has examined factors that may influence how feedback is processed (Butler et al, 2008;Butterfield & Metcalfe, 2001;Fazio & Marsh, 2009;Finn & Metcalfe, 2011;Kulhavy & Stock, 1989;Sitzman et al, in press), little work has examined how feedback may influence a person's ability to predict what information they will remember in the future (but see Kornell & Rhodes, 2013). Yet, upon receiving feedback, a learner frequently must use that feedback to assess whether they will be able to later remember that information.…”

“…Decades of research have shown that feedback is beneficial for memory, enhancing retention of correct responses and facilitating error correction (Butler, Karpicke, & Roediger, 2008;Kulhavy & Anderson, 1972;Pressey, 1950;Skinner, 1954). However, different types of feedback are not equivalently effective (Fazio, Huelser, Johnson, & Marsh, 2010;Pashler et al, 2005).…”

“…The research that has been done has generally examined how retrospective confidence judgments (RCJs) influence participants' attention to feedback (Butler, Karpicke, & Roediger, 2008;Butterfield & Metcalfe, 2001;Fazio & Marsh, 2009;Kulhavy & Stock, 1989;Sitzman, Rhodes, & Tauber, in press). Unlike JOLs, RCJs are made after a person has provided an answer and reflect a participant's confidence that an answer is correct.…”