The effect of type and timing of feedback on learning from multiple-choice tests.

By Andrew C. Butler, Jeffrey D. Karpicke, H. Roediger III. Journal of experimental psychology. Applied, 2007

332 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cd74a3db54bc34bdc507cb5f7205dc0bc44c24e5

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Citations in the corpus

Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “Butler, Karpicke, and Roediger (2007) suggested that this may be because students in a classroom will pay more attention to immediate feedback than delayed feedback.”
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, background): “The modal finding is that performance on a subsequent final test is greater following a practice test versus no practice test (e.g., Butler et al. 2007; Chan 2009; Fazio et al. 2010; Helder and Shaughnessy 2008).”
Feedback on feedback practice: perceptions of students and academics (2017, background): “However, questionnaire surveys were deemed more suitable for this research, at this stage, since they offer a number of advantages that qualitative research methods do not possess (Cargan 2007).”
Keep it Coherent: A Meta-Analysis of the Seductive Details Effect (2020, background): “These findings resonate with the difference in cognitive processing demands between retrieval and recognition of information as possible with open ended and multiplechoice questions respectively (Wang and Adesope 2016; Wang et al. 2017; Butler et al. 2007).”
Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge (2016, background): “Indeed, at least one study suggested that summative feedback provided the next day led to greater benefits than summative feedback right after the task (Butler et al., 2007).”
Gamification of health professions education: a systematic review (2020, background): “However, the timing of the rewards (e.g., immediate versus delayed rewards) as well as the context of the rewards (e.g., negative or positive feedback) might have a different impact on the outcomes (Ashby and O’Brien 2007; Bermudez and Schultz 2014; Butler et al. 2007).”
Anniversary article Interactional feedback in second language teaching and learning: A synthesis and analysis of current research (2016, background): “As far as research is concerned, while many studies have examined the effect of feedback timing in the field of cognitive psychology (Butler et al., 2007; Kulik & Kulik, 1988; Metcalfe, Kornell, & Finn, 2009; see Nakata, 2014 for a review), not many studies have directly compared immediate and…”