Date of Award

Fall 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Ximena Suarez-Souse

Keywords

Feedback, Informal Assessment, Formal Assessment, Testing-effect

Abstract

This quantitative study investigates the use of immediate and delayed answer corrective feedback provided on informal assessments, with the use of technological tools, and its impact on formal assessments on senior level, high school students from a rural Minnesota high school. Specifically, this study investigated the impact of both immediate and delayed answer corrective feedback to determine if both/either are effective in helping improve students formally. Students participated in an eight-week study in which two smaller sections were provided immediate answer corrective feedback informally, with the use of Kahoot. An additional (one) section was provided delayed answer corrective feedback with the use of Quizizz. All individuals scores were compared from formal to informal each week. Additionally, averages of each section were compared to determine overall effectiveness and consistency of scores. Upon completion of data analysis, both types of feedback were found to positively impact performance from informal to formal assessment scores. This was evident in that sections which received immediate answer corrective feedback saw score increases of 7% and 8%. The group which received delayed answer corrective feedback saw score increases of 19%. Additionally, delayed answer corrective feedback was found to be more effective. This was evident in that achievement was increased by 19% compared to 7% and 8% by the groups who received immediate answer corrective feedback. Implications of this study include that different technological tools were used to informally assess students which may have impacted the results of this study.

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