Hi
There is a good article out there that MCQ are exactly the way to go....
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jim
*Jim Sibley*
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On Fri, May 20, 2016 at 3:54 PM, Jo Clemmons <[log in to unmask]>
wrote:
> I found the Roediger and Butler article fascinating! While I'm not a
> cognitive scientist (or any kind of scientist!), I am fascinated by the
> implications of cognitive science. Having said that, I'm curious about
> their report that "practicing retrieval [or testing] is beneficial when it
> requires effortful processing (e.g. production rather
> than recognition tests)" pg. 25. This seems to undermine multiple choice
> tests - a mainstay of TBL. What do you think? Blessings, Jo
>
>
> Jo Clemmons EdD, Director
> *Center for Teaching & Learning*
> *Point Loma Nazarene University*
> *619-849-296*5
>
>
> On Fri, May 20, 2016 at 9:20 AM, Sweet, Michael <[log in to unmask]> wrote:
>
>> 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] on behalf of [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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