Journal article

Beyond right or wrong: More effective feedback for formative multiple-choice tests

Anna Ryan, Terry Judd, David Swanson, Douglas P Larsen, Simone Elliott, Katina Tzanetos, Kulamakan Kulasegaram

Perspectives on Medical Education | SPRINGERNATURE | Published : 2020

Abstract

INTRODUCTION: The role of feedback in test-enhanced learning is an understudied area that has the potential to improve student learning. This study investigates the influence of different forms of post-test feedback on retention and transfer of biomedical knowledge within a test-enhanced learning framework. METHODS: 64 participants from a Canadian and an Australian medical school sat two single-best-answer formative multiple choice tests one week apart. We compared the effects of conceptually focused, response-oriented, and simple right/wrong feedback on a learner's ability to correctly answer new (transfer) questions. On the first test occasion, participants received parent items with feedb..

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Grants

Funding Acknowledgements

Edward J Stemmler Medical Education Research Foundation, 2017 funding round, (administered by the National Board of Medical Examiners, United States of America). This grant was awarded to Anna Ryan & Kulamakan Kulasegaram.