Providing feedback after initial multiple-choice tests cut lure intrusions on final short-answer tests roughly in half, with immediate and delayed feedback equally effective¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports, citing Butler and Roediger (2008) and Butler et al. (2007), that feedback cut lure intrusions from 20% to roughly 10%, and immediate and delayed feedback were equally effective. → Karpicke 2017

Evidence¶

Karpicke 2017¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports studies where students restudied correct answers after multiple-choice tests: feedback "cut the rate of lure intrusions in half (e.g., it was reduced from 20% to roughly 10% in Butler et al., 2007 )".

"On final short-answer tests, providing initial feedback cut the rate of lure intrusions in half (e.g., it was reduced from 20% to roughly 10% in Butler et al., 2007 ). Both immediate and delayed feedback formats were equally effective at reducing lure intrusions."

Discussion¶

Related Claims¶

• Feedback improves learning by a medium amount on average, but its effect varies widely with the information it carries, and a substantial share of feedback effects are negative — the general claim this finding bears on, with the studies behind it
• Feedback Enhances Retrieval Practice
• Taking initial multiple-choice tests without feedback can lead students to later produce the incorrect lure answers they selected, even when an overall retrieval practice benefit occurs — related
• Evidence on whether initial short-answer questions produce more learning than initial multiple-choice questions is mixed, with recent studies finding little or no difference — related
• Initial short-answer tests outperform initial multiple-choice tests mainly when feedback follows them; without feedback, the higher initial success of multiple-choice tests can favor multiple-choice — related
• Retrieval practice effects on mediator-cued final tests have been positive, but Coppens et al. (2016) concluded the true effect may be only about 0.10 to 0.20 — related
• In a Terracotta study across classes, retrieval practice review outperformed restudy review on subsequent exams — related
• Timely feedback on homework increases learning, and computer platforms providing immediate feedback help teachers adapt — related
• A review reports that pretesting helps paired-associate learning only when correct-answer feedback is immediate, but helps trivia-fact learning even when feedback is delayed up to 24 hours — related
• Feedback neutralizes the effect of prior study on final cued recall performance — related
• Feedback on a multiple-choice test sharply reduces lure intrusions on a later cued recall test, with immediate and delayed schedules equally effective — possibly the same claim (merge candidate)
• Immediate feedback reduces multiple-choice lure production on later tests, and the overall positive effect of testing outweighs negative consequences — related
• Persistence of multiple-choice errors is driven by faulty reasoning that integrates the error into knowledge rather than by mere familiarity of lures — related
• Multiple-choice testing increases the later production of multiple-choice lures as answers on cued recall tests, even under warning against guessing — related
• Multiple-choice testing improves later cued recall of prose facts, a benefit that persists though reduced after a one-week delay — related
• Positive and negative testing effects occur for questions tapping higher levels of Bloom's taxonomy, and question level does not change the memorial consequences of testing — related
• Cued-recall testing can impair later memory for competitive, related but non-practiced information (retrieval-induced forgetting) — related
• Pretesting before instruction enhances learning of subsequently presented material even when pretest answers are wrong, with multiple-choice pretesting more effective than cued-recall pretesting — related
• Immediate-feedback tutors allow learning from errors but deny learning from their downstream consequences — related
• Having more multiple-choice alternatives benefits later retention when initial retrieval success is high but hurts learning when it is low — related
• Partial resolution of curiosity through immediate feedback increases subsequent curiosity — related
• Retrieval practice mostly increases susceptibility to misinformation (retrieval-enhanced suggestibility) — related