The Effect of Type of Feedback in Multiple-Choice Testing on Long-Term Retention

Jang, Yoonhee; Marshall, Elaine

doi:10.1080/00221309.2018.1437021

Cited by 5 publications

(5 citation statements)

References 27 publications

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“…Exam result is always the source power of learning for students. Therefore, feedback after the exam is particularly important for teaching [14]. In this study, we choose to give real-time feedback after the collaborative group-testing, so it can display a better effect.…”

Section: Discussionmentioning

confidence: 99%

Teacher feedback-based collaborative testing improves students’ knowledge gaps of parasitology

Peng

Jiang

Cao

et al. 2023

Advances in Physiology Education

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Collaborative testing has been demonstrated to be able to improve students' performance, enhance students' learning, as well as knowledge retention in many different courses. However, this examination mode lacks the process of teacher feedback. Herein, a short teacher feedback was added immediately after the collaborative testing so as to improve the students' performance. The parasitology class of 121 undergraduates were randomized into two groups: Group A and Group B. A collaborative testing was carried out at the end of theoretical teaching. During the test, students would first answer questions as individuals for 20 minutes. Then, students from Group A answered the same questions in groups (5 students in each group) for 20 minutes, while the group-testing duration was only 15 minutes in Group B. Immediately after the group testing, teachers conducted a 5-minutes feedback about the morphology identification according to the answers analysis by Group B. Four weeks later, a final test was conducted in individual test. The total scores and score for each examination content were anlyzed. The results showed that there was no significant difference in the final exam scores between both groups (t=-1.278, p=0.204). However, the morphological and diagnostic test results of the final examination in Group B were significantly higher than those of the mid-term examination, while there was no significant change in Group A (t=4.333, p=0.051). The results confirmed that the teacher feedback after the collaborative testing can effectively make up for the students' knowledge gaps.

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Section: Discussionmentioning

confidence: 99%

Teacher feedback-based collaborative testing improves students’ knowledge gaps of parasitology

Peng

Jiang

Cao

et al. 2023

Advances in Physiology Education

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“…The memory accuracy was significantly increased after the feedback with answers (i.e., A‐feedback, CA‐feedback), although the forgetting rate was also higher. According to the reconsolidation theory (Dudai, 2012 ; for review, see Metcalfe, 2017 ; Nader, Schafe, & Le Doux, 2000 ), answer feedback provides an opportunity for additional study (for reviews, see Butler & Woodward, 2018 ; Jang & Marshall, 2018 ), which induces stronger reactivation and reconsolidation processes. Participants could correct, update, and further strengthen the memory representations, making the difference between items with and those without feedback larger (Halamish & Bjork, 2011 ; Kornell et al, 2011 ).…”

Section: Discussionmentioning

confidence: 99%

Effect of feedback type on enhancing subsequent memory: Interaction with initial correctness and confidence level

Wang

Yang

2021

PsyCh Journal

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Feedback is an important factor to enhance subsequent memory, showing that memory performance increases after the feedback than after the no feedback condition during retrieval practice. However, most studies have provided answers as feedback and only examined memory accuracy. It is unclear whether memory is enhanced over time when other types of feedback (e.g., correct/incorrect) is given. In addition, during retrieval practice, participants' responses differ in correctness and confidence level. To what extent these initial memory features interact with feedback type to influence subsequent memory accuracy and confidence level remains unclear. In this study, to address these questions, participants learned a series of sentences, then during the retrieval practice phase, different types of feedback-feedback with correct/incorrect and answer (CA-feedback), feedback with answer (A-feedback), feedback with correct/ incorrect (C-feedback), and no feedback-were given after they performed a cued-recall test and rated the confidence. After retention intervals of 5 min, 1 day, and 7 days, they took final tests, followed by the confidence rating. The results showed that different types of feedback influenced subsequent memory and forgetting by different mechanisms. The CA-feedback and A-feedback enhanced memory performance by correcting initial errors and increasing the confidence of correct trials, but the corrected memory was more easily forgotten from 5 min to 7 days. Compared to A-feedback, the CA-feedback maintained the corrected memory after 1 day. The C-feedback did not correct initial errors but slowed the forgetting rate and reduced the confidence of incorrect trials. This study highlighted the interaction between feedback type and initial memory features (correctness, confidence) to influence subsequent memory performance, including memory accuracy and confidence level.

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“…Questioning is effective in broadening ideas, but skills are required to understand the range of question types. MCQs are considered useful for efficiently judging knowledge (Haladyna, ), especially when followed by good feedback (Jang & Marshall, ).…”

Section: Discussionmentioning

confidence: 99%

Development of an error‐detection examination for conservative dentistry education

Yoneda

Yamada

Izumi

et al. 2019

Clinical & Exp Dental Res

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Objective For dental students, textbooks and lectures provide basic knowledge, and simulated and actual clinical training provide learning in technical and communication skills. At our college, conservative dentistry is taught in the third and fourth years of a 6‐year undergraduate degree. Clinical training is undertaken subsequently in the fifth year and includes cavity preparation and composite resin filling tasks. However, despite the clinical importance of a full understanding surrounding these procedures, sixth‐year students occasionally provide incorrect answers regarding these procedures in assessments. Although they demonstrated a basic understanding of the procedures, they may have forgotten the acquired knowledge during their clinical training. Therefore, we developed an error‐detection examination to evaluate and improve fifth‐year students' knowledge. Methods Written detailed treatment procedures for standardized, typical, cases were presented to students. Some critical steps were intentionally written incorrectly, and students had to identify and correct these. After correcting the steps, students gave a presentation to their peers on their corrections. This was followed by a summary of the correct answers and a short lecture by the teacher. Students then completed a questionnaire investigating their experience of the examination. Results Students misunderstood some key treatment steps, such as pretreatment of composite resin filling, amalgam removal, and ceramic inlay fitting. The questionnaire revealed that this method of testing applied knowledge was new to students and helped them to identify knowledge gaps. The test also increased their motivation to study conservative dentistry. Students were open to taking similar tests in different areas. Conclusion Although conservative dentistry is a basic field of dental treatment, mistakes in treatment can lead to early treatment failure or reduce the lifetime of a restored tooth. Therefore, students need to have a deep understanding of procedures. Error‐detection examinations may help students identify knowledge gaps and provide useful feedback to teachers to identify areas that they should stress in earlier years.

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The Effect of Type of Feedback in Multiple-Choice Testing on Long-Term Retention

Cited by 5 publications

References 27 publications

Teacher feedback-based collaborative testing improves students’ knowledge gaps of parasitology

Teacher feedback-based collaborative testing improves students’ knowledge gaps of parasitology

Effect of feedback type on enhancing subsequent memory: Interaction with initial correctness and confidence level

Development of an error‐detection examination for conservative dentistry education

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