Thanks for your response Larry. Just a clarification question: When you
used the scantrons for team tests, did you award partial credit (as the
IFAT forms do?). Was the partial credit responsible for the increase in
team scores or the immediate feedback? Thanks!
On Fri, May 20, 2016 at 7:05 PM, Larry Michaelsen <[log in to unmask]>
wrote:
> Dear All,
>
> Although it does´t deal directly deal with the question of immediate vs.
> delayed feedback on individual retention, I have some experience and data
> that I think supports the value of immediate feedback on the TEAM tests.
> For over 20 years (800 or so teams), I had individuals and teams fill out a
> Scantron. When the teams finished the entire test they would bring there
> Scantron sheet up to the front of the classroom and run it through the
> scoring machine. Under those conditions (i.e., end-of-test/delayed
> feedback), the cumulative team score over 6 tests was an average of 11%
> higher than the team's own best member and only one member ever outscored
> his team. After I discovered the IFAT's, I used them with around 700 teams.
> Under these conditions (i.e., immediate feedback), the cumulative team
> score over 6 tests was an average of 23% higher than the team's own best
> member and no one even came close to outscoring his or her team. My
> conclusion is that the immediate feedback has an overwhelmingly positive
> feedback on the development of the teams and, that alone, would lead me to
> use immediate feedback.
>
> Larry
>
> On Wed, May 18, 2016 at 4:49 PM, Michael Kramer <[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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>
>
> --
> *******************************
> Larry K. Michaelsen, Emeritus Professor of Management
> Until April 2017:
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> After that:
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>
> For info on:
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> Integrative Business Experience (IBE) <
> https://www.youtube.com/watch?v=-7Y_Hrl6iRs&feature=youtu.bel
> <http://faculty.ucmo.edu/ibe/home.html>>
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