This project reports the results of two studies that investigated the impact on student perceptions of learning and student satisfaction of using partial credit iterative responding (PCIR) with the Immediate Feedback Assessment Technique (IF-AT) forms.This presentation covers the basics of using the IF-AT scratch-off PCIR forms for testing in a live classroom environment. Advantages and disadvantages of the assessment technique are discussed from both a faculty and student perspective as well as the use of the actual forms themselves. Survey results of student satisfaction with the assessment technique are discussed concerning student preference and liking of the assessment technique, perceived demonstration of learning provided by the PCIR approach, and other opinions related to deterring cheating and reduction of student stress both in studying for the exam and during the exam. Finally, other advantages of the technique to the faculty member are discussed as well as tricks learned to make the process more efficient and effective.

This project reports the results of two studies that investigated the impact on student perceptions of learning and student satisfaction of using partial credit iterative responding (PCIR) with the Immediate Feedback Assessment Technique (IF-AT) forms.This presentation covers the basics of using the IF-AT scratch-off PCIR forms for testing in a live classroom environment. Advantages and disadvantages of the assessment technique are discussed from both a faculty and student perspective as well as the use of the actual forms themselves. Survey results of student satisfaction with the assessment technique are discussed concerning student preference and liking of the assessment technique, perceived demonstration of learning provided by the PCIR approach, and other opinions related to deterring cheating and reduction of student stress both in studying for the exam and during the exam. Finally, other advantages of the technique to the faculty member are discussed as well as tricks learned to make the process more efficient and effective.

DiBattista, D., and Gosse, L. (2006). Test anxiety and the immediate feedback assessment technique. The Journal of Experimental Education, 74(4), 311-327.

Maurer, T. W. & Kropp, J. J. (2015). The impact of the immediate feedback assessment technique on course evaluations. Teaching and Learning Inquiry, 3(1), 31-46.

Serdikoff, S. L. (2016, March). College students’ evaluations of the mmediate Feedback Assessment Technique (IFAT). Paper presented at the SoTL Commons Conference, Savannah, GA. Abstract retrieved from  https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/75

Epstein M. L., Lazarus A. D., Calvano T. B., Matthews K. A., Hendel R. A., Epstein B. B., Brosvic, G. M. (2002). Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record, 52(2), 187-201.

30-Minute Roundtable Session

Measuring Transformative Learning