Just FYI:
Octavio Lerma, Olga Kosheleva, and Vladik Kreinovich, "A Simple
Geometric Model Provides a Possible Quantitative Explanation of
the Advantages of Immediate Feedback in Student Learning",
Geombinatorics, 2015, Vol. 25, No. 1, pp. 22-29.
http://www.cs.utep.edu/vladik/2014/tr14-03.pdf
________________________________
From: Team-Based Learning <[log in to unmask]> on behalf of Jim Sibley <[log in to unmask]>
Sent: Friday, May 20, 2016 5:43 PM
To: [log in to unmask]
Subject: Re: Delayed Feedback Generates Better Retention than Immediate Feedback?
Hi
There is a good article out there that MCQ are exactly the way to go....
attached
jim
Jim Sibley
Educational consultant specializing in Team-Based Learning
[https://docs.google.com/uc?export=download&id=0B67DBQf0BdxxNVJkVjFVNTFaLU0&revid=0B67DBQf0BdxxRS9iNTFVWjFFSEpoRHRBeGVrWFZsTnNMUHdnPQ]
Read my TBL book Getting Started with Team–Based Learning<http://www.learntbl.ca/>
Visit my TBL website at www.learntbl.ca<http://www.learntbl.ca/>
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On Fri, May 20, 2016 at 3:54 PM, Jo Clemmons <[log in to unmask]<mailto:[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
619-849-2965
On Fri, May 20, 2016 at 9:20 AM, Sweet, Michael <[log in to unmask]<mailto:[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]<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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