Immediate Feedback Assessment Technique Promotes Learning and Corrects Inaccurate first Responses

By Michael L. Epstein, A. Lazarus, Tammy B. Calvano, Kelly Matthews, Rachel A. Hendel, Beth B. Epstein, G. Brosvic. 2002

306 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e7801803709b732370b27a62f687cf14ad9e5b1b

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Education

Citations in the corpus

Focus on Formative Feedback (2007, background): “—Russian proverb Feedback used in educational contexts is generally regarded as crucial to improving knowledge and skill acquisition (e.g., Azevedo & Bernard, 1995; BangertDrowns, Kulik, Kulik, & Morgan, 1991; Corbett & Anderson, 1989; Epstein et al., 2002; Moreno, 2004; Pridemore & Klein, 1995).”
The Role of Feedback During Academic Testing: The Delay Retention Effect Revisited (2003, methodology): “…et al., 2001, Epstein et al., 2002), 2) junior high school students classified with mild mental retardation to acquire multiplication facts (Epstein et al., 2002), 3) junior high school students (Epstein, Brosvic, Dihoff, Lazarus, & Costner, in press) classified with mild mental…”
The Language of Mathematics: The Importance of Teaching and Learning Mathematical Vocabulary (2015, background): “Because the cards contain both the word and the definition, students receive immediate feedback, which has been linked to improved learning (Epstein et al., 2002).”
Provision of Feedback During Preparation For Academic Testing: Learning Is Enhanced by Immediate But Not Delayed Feedback (2004, unknown): “In one of our prior studies (Epstein et al., 2002) students receiving feedback from the IF AT demonstrated higher levels of retention than students completing identical items but receiving feedback from a computerized answer-until-correct procedure.”
Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes (2008, background): “Similarly, professors can foster group interaction and engagement with material using scratch-off quizzes (Epstein et al., 2002) without having to purchase, register, and maintain the clicker responders.”
Focus on Formative Feedback (2008, methodology): “Feedback used in educational contexts is generally regarded as crucial to improving knowledge and skill acquisition (e.g., Azevedo & Bernard, 1995; BangertDrowns, Kulik, Kulik, & Morgan, 1991; Corbett & Anderson, 1989; Epstein et al., 2002; Moreno, 2004; Pridemore & Klein, 1995).”