Dear Katherine,
The data I reported on the Scantrons did involve partial credit on both the
individual and team tests (see attached power point that I used to explain
to students how they could get partial credit). Prior to the time I figured
out how to give partial credit on the Scantrons, I forced both individuals
and teams to give a specific answer. The data from 222 teams under that
condition did not fare nearly as well as they did when the individuals and
teams could get partial credit. Unfortunately, I don't have access to the
specifics because I'm retired and serving a volunteer, full-time church
mission in Iceland, the data were published in 1989, The reference is:
Michaelsen, L. K., Watson, W. E. & Black, R. H. (1989). A realistic test
of individual versus group consensus decision making. Journal of Applied
Psychology. 74(5), 834-839
NOTE: With partial credit using either Scantrons or IFATs, individuals
actually have an advantage over the teams when the teams make an appeal.
That's because they can recover full credit on a question in which the
teams recovered partial credit..
Larry
On Sat, May 21, 2016 at 9:40 AM, Katherine Alexander <
[log in to unmask]> wrote:
> 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:
>> Mímisvegur 8
>> Reykjavik 101, Iceland
>> +354 778-4900
>> After that:
>> Dockery 400G, University of Central Missouri
>> Warrensburg, MO 64093
>>
>> For info on:
>> Team-Based Learning (TBL) <www.teambasedlearning.org>
>> 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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>
>
>
> --
> Katherine Alexander, PhD
> Assistant Professor, Psychology Department
> Founders Hall: 431
> Office Hours Spring 2016: Tuesday/Thursday 10:45-12:00 Wednesday 9:00-11:00
> & by appointment
>
>
> College of Mount Saint Vincent
> 6301 Riverdale Avenue
> Riverdale, NY 10471
>
>
>
--
*******************************
Larry K. Michaelsen, Emeritus Professor of Management
Until April 2017:
Mímisvegur 8
Reykjavik 101, Iceland
+354 778-4900
After that:
Dockery 400G, University of Central Missouri
Warrensburg, MO 64093
For info on:
Team-Based Learning (TBL) <www.teambasedlearning.org>
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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