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Thanks Michael

I think this excerpt from the paper you suggested helped me get some clarity….

We conclude with Kulhavy (1977), therefore, that delayed feedback appears to help learning only in special experimental situations and that, more typically, to delay feedback is to hinder learning. The experimental paradigms that show superiority of delayed feedback are very similar to paradigms used for testing effects of massed versus distributed practice. When experiments deviate from this paradigm, they show results similar to those in applied studies. In such experiments, immediate feedback produces a better effect than delayed feedback does.

Cheers

jim


[cid:8C292909-CE08-4608-9418-33F4E804F2F7]

Jim Sibley

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From: Team-Based Learning <[log in to unmask]<mailto:[log in to unmask]>> on behalf of "Sweet, Michael" <[log in to unmask]<mailto:[log in to unmask]>>
Reply-To: "Sweet, Michael" <[log in to unmask]<mailto:[log in to unmask]>>
Date: Friday, May 20, 2016 at 9:20 AM
To: "[log in to unmask]<mailto:[log in to unmask]>" <[log in to unmask]<mailto:[log in to unmask]>>
Subject: Re: Delayed Feedback Generates Better Retention than Immediate Feedback?

An interesting distinction to be drawn is whether the study is done in a lab or an actual classroom.  Looks like the “delayed feedback” effect described here is a lab study (Butler & Reedier, 2008).

Though it's a little long in the tooth now, Kulik & Kulik’s (1988) meta-analysis showed that delayed feedback had been shown to be more effective in lab experiments but immediate feedback better in classroom studies.  Some later studies have also followed this pattern.

“Ecological validity”--it’s a thing!

That said, it’s been a while since 1988--I wonder what a meta-analysis would show today.

If anyone is interested, the Kulik & Kulik ref is:
Kulik, J. A., & Kulik, C. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58(1), 79-97.

-M






On 5/18/16, 12:49 PM, "Team-Based Learning on behalf of Michael Kramer" <[log in to unmask]<mailto:[log in to unmask]> on behalf of [log in to unmask]<mailto:[log in to unmask]>> wrote:

In the paper, linked below, Roediger and Butler state that "[c]onventional wisdom and studies in behavioral psychology indicate that providing feedback immediately after a test is best. However, experimental results show that delayed feedback might be even more powerful" (23). They then show the results from an experiment where students who received immediate feedback after each question had better recall one week later than students who received the correct answers only after the entire exam was completed. They hypothesize that "[t]he benefits of delayed feedback might represent a type of spacing effect: the phenomenon whereby two presentations of material given with spacing between them generally leads to better retention than massed (back-to-back) presentations."

http://psych.wustl.edu/memory/Roddy%20article%20PDF's/Roediger%20&%20Butler%20(2011)_TCS.pdf


Of course we don't know if the same results would occur in group environments. Since most of us only use immediate feedback in the team readiness assessments, that would be a useful thing to know.



Michael Kramer
Department of History and Philosophy
York College (CUNY)
94-20 Guy R. Brewer Blvd.
Jamaica, NY 11451
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