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Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?

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Title: Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?
Language: English
Authors: Merrel, Jeremy D., Cirillo, Pier F., Schwartz, Pauline M.
Source: Higher Education Studies. 2015 5(5):50-55.
Availability: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
Peer Reviewed: Y
Page Count: 6
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Descriptors: Multiple Choice Tests, Feedback (Response), Evaluation Methods, Guessing (Tests), Error Correction, Learning Strategies, Scoring Formulas, Accuracy, Educational Practices, Educational Strategies, Testing, Achievement Gains, Achievement Rating, Answer Sheets, Answer Keys
ISSN: 1925-4741
Abstract: Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT® form). Analysis of second responses for 8775 questions on IF AT® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT® forms are useful assessment tools.
Abstractor: As Provided
Number of References: 19
Entry Date: 2015
Accession Number: EJ1075133
Database: ERIC
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  Data: Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?
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  Data: Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes
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  Data: Multiple choice testing is a common but often ineffective method for evaluating learning. A newer approach, however, using Immediate Feedback Assessment Technique (IF AT®, Epstein Educational Enterprise, Inc.) forms, offers several advantages. In particular, a student learns immediately if his or her answer is correct and, in the case of an incorrect answer, has an opportunity to provide a second response and receive partial credit for a correct second attempt. For a multiple choice question with five possible answers, the IF AT® form covers spaces labeled A through E with a thin opaque film; when the film is scratched away, a star indicates the correct answer. This study was conducted in order to assess learning after an initial incorrect answer. Based on random chance, students should have mathematically a 25% chance of guessing a correct second answer (i.e. 1 of 4 remaining answers on the IF AT® form). Analysis of second responses for 8775 questions on IF AT® forms in 22 classes over 3 years showed that the percent of correct second answers was 44.9%, significantly higher than one might expect from random guessing. This indicates that students learned from an incorrect answer and, possibly by re-reading the problem, were able to demonstrate some level of mastery of the material. This data leads us to conclude that IF AT® forms are useful assessment tools.
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      – Text: English
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        StartPage: 50
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      – SubjectFull: Feedback (Response)
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      – SubjectFull: Evaluation Methods
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      – SubjectFull: Learning Strategies
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      – SubjectFull: Accuracy
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      – SubjectFull: Achievement Gains
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      – SubjectFull: Achievement Rating
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      – TitleFull: Multiple-Choice Testing Using Immediate Feedback--Assessment Technique (IF AT®) Forms: Second-Chance Guessing vs. Second-Chance Learning?
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