The Role of Feedback During Academic Testing: The Delay Retention Effect Revisited

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Provision of Feedback During Preparation For Academic Testing: Learning Is Enhanced by Immediate But Not Delayed Feedback (2004, background): “For example, in Dihoff et al. (2003), students completed classroom examinations using response formats that provided feedback after each response, at the end of a test, or after a 24-hr delay.”
Focus on Formative Feedback (2007, background): “In general, there is wide support for use of immediate feedback to promote learning and performance on verbal, procedural, and even tasks requiring motor skills (Anderson et al., 2001; Azevedo & Bernard, 1995; Corbett & Anderson, 1989, 2001; Dihoff et al., 2003; Phye & Andre, 1989).”
The effect of type and timing of feedback on learning from multiple-choice tests. (2007, background): “As discussed in the introduction, previous studies that found a superiority of answer-until-correct feedback have often naturally confounded type and timing of feedback (e.g., Angell, 1949; Dihoff et al., 2003; Dihoff et al., 2004; Sullivan et al., 1971).”