Providing corrective feedback on practice tests does not significantly change the testing effect (g = 0.63 with feedback vs. g = 0.60 without)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q4
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? Testing effects were robust whether or not feedback was given; the weighted mean effect sizes did not differ significantly between feedback and no-feedback conditions. → Adesope 2017

Evidence¶

Adesope 2017¶

Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the Use of Tests: A Meta-Analysis of Practice Testing. Review of Educational Research. https://doi.org/10.3102/0034654316689306

q4 · i? · quant-synthesis · r3

Moderator analysis of feedback on practice tests (Table 2): feedback k = 119 (g = 0.63), no feedback k = 153 (g = 0.60); between-levels QΒ = 0.46, not significant. No effect size difference was printed for this contrast, so impact is unquantified.

"The weighted mean effect sizes do not differ signifi- cantly when feedback was given (g = 0.63; k = 119) or not (g = 0.60; k = 153)."

Discussion¶

Related Claims¶

• Feedback Enhances Retrieval Practice — reports the opposite
• 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
• Immediate post-feedback improvement is near zero on average and does not differ significantly across feedback conditions — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• Immediate-feedback tutors allow learning from errors but deny learning from their downstream consequences — related
• ITS effectiveness is not moderated by whether the ITS provides feedback or models student misconceptions — related