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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