Using the Immediate Feedback Assessment Technique (IFAT) for Non-Assessments: Student Perceptions and Performance

Autor/inn/en	Kennette, Lynne N.; McGuckin, Dawn
Titel	Using the Immediate Feedback Assessment Technique (IFAT) for Non-Assessments: Student Perceptions and Performance
Quelle	In: Psychology Teaching Review, 24 (2018) 2, S.64-69 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Feedback (Response); Student Attitudes; Academic Achievement; Introductory Courses; Psychology; Control Groups; Experimental Groups; Two Year College Students; Two Year Colleges; Experiments; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulleistung; Einführungskurs; Psychologie; Erprobung; Notenspiegel
Abstract	This paper examines an experiment conducted at a 2-year college with non-majors. The Immediate Feedback Assessment Technique (IFAT) is a cross between a lottery scratch ticket and a scantron form which was designed to replace scantrons (EpsteinEducation.com). Using the IFAT in an unconventional way (reviewing class material), we expected to find significant differences in students' final grades with the IFAT group out-performing the control group (who reviewed class material by re-reading their notes). Our hypothesis was confirmed. Additionally, formal student feedback on the use of this weekly activity was overwhelmingly positive, suggesting the activity is seen by students as a worthwhile undertaking (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01