Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing

Butler, Andrew C.; Roediger, Henry L.

doi:10.3758/mc.36.3.604

Cited by 367 publications

(293 citation statements)

References 60 publications

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“…Testing often improves later retention even when students are not given feedback following the test, and providing feedback produces even greater gains in long-term retention (Butler & Roediger, 2008;McDaniel & Fisher, 1991). In this article, we examined whether feedback improves long-term retention only of responses that are incorrect on an initial test or whether feedback also improves retention of initially correct responses.…”

mentioning

confidence: 99%

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

Butler

Karpicke

Roediger³

2008

Journal of Experimental Psychology: Learning, Memory, and Cogni

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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.

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mentioning

confidence: 99%

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

Butler

Karpicke

Roediger³

2008

Journal of Experimental Psychology: Learning, Memory, and Cogni

Self Cite

254

243

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“…Due to the nature and format of the MCQ, students are exposed to correct and incorrect information, which could lead to confusion and negative effects. In their study, Butler and Roediger (2008) found that giving feedback after a multiple-choice test improved performance on subsequent tests, probably due to the fact that it allows the student to correct previous mistakes. They focused specifically on MCQ assessments and explored the role of feedback in increasing the positive effects and decreasing the negative effects of MCQs.…”

Section: Multiple-choice Questions and Feedbackmentioning

confidence: 99%

“…Due to large student numbers, multiple-choice questions (MCQs) are often used in tests. Although researchers have found possible negative consequences of using MCQs, giving appropriate feedback has been identified as a strategy to remedy some of these negative consequences (Butler & Roediger, 2008).…”

Section: Introductionmentioning

confidence: 99%

From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

Erasmus

2017

JSAA

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“…A second limitation (see for example Butler & Roediger, 2008;Carrier & Pashler, 1992;Karpicke & Roediger, 2008) is that the items in the initial and posttest were identical, and thus nothing can be reported on the application of the acquired knowledge in slightly (i.e., near transfer) to…”

Section: Initial Testmentioning

confidence: 99%

The Testing Effect for Learning Principles and Procedures from Texts

Dirkx

Kester

Kirschner

2014

The Journal of Educational Research

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In this study, it was explored whether a testing-effect occurs not only retention of facts but also for application of principles and procedures. For that purpose, thirty-eight high-school students either repeatedly studied a text on probability calculations (SSSS), or studied the text, took a test on the content, restudied the text, and finally took the test a second time (STST). Results show that testing not only leads to better retention of facts than restudying, but also to better application of acquired knowledge (i.e., principles and procedures) in high-school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.

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Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing

Cited by 367 publications

References 60 publications

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

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

From Inky Pinky Ponky to Improving Student Understanding in Assessment: Exploring the Value of Supplemental Instruction in a Large First-Year Class

The Testing Effect for Learning Principles and Procedures from Texts

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