Undergraduate physics students react highly positively to the IF-AT format¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In an anonymous post-midterm survey, of 26 responders thirteen were highly positive, ten positive, two neutral, one negative, and none highly negative about the IF-AT technique. → Slepkov 2013

Evidence¶

Slepkov 2013¶

Slepkov, A. D. (2013). Integrated Testlets and the Immediate Feedback Assessment Technique. https://arxiv.org/abs/1308.4365 doi:10.48550/arxiv.1308.4365

q2 · i? · the article prints no effect size for this finding · design · r2

Anonymous course evaluation survey after the two-hour IF-AT midterm, with attitudes categorized as "highly-positive", "positive", "neutral", "negative", and "highly-negative". Many students identified the knowledge-of-results aspect as a primary benefit.

"Of the 26 responders in this anonymous course evaluation survey, thirteen highly-positive, ten positive, two neutral, one negative, and no highly-negative impressions were recorded."

Discussion¶

Related Claims¶

• Students in active classrooms reported lower feeling of learning than students in passive lectures (0.56 SD lower, P < 0.001) — the general claim this finding bears on, with the studies behind it
• IF-AT-scored physics midterm and final exams yield good test reliability (α = 0.71 and 0.82; α50 = 0.86 and 0.90) — related
• Polychotomously scored IF-AT physics exam items show excellent discrimination, with a mean item-total correlation of r′ = 0.41 ± 0.13 across 45 items — related