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Summary of Individual Research Articles

Below is a summary of the major research articles published to date on the Immediate Feedback Assessment Technique. Where available, a link has been provided to the entire article. If you are interested in having a copy of any of the below research, please feel free to contact us and we will be happy to provide you with a full copy of the article.


Acceptance by undergraduates of the immediate feedback assessment technique for multiple-choice testing
David Dibattista A1, John O. Mitterer A1, Leanne Gosse, Brock University Canada, Teaching in Higher Education Volume 9, Number 1 / January 2004 pp. 17-28
Undergraduates completed a questionnaire after using the Immediate Feedback Assessment Technique (IF-AT), a commercially available answer form for multiple-choice (MC) testing that can be used easily and conveniently with large classes. This simple new technique for MC testing provides imm...  
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Acquisition and retention of Esperanto : The case for error correction and immediate feedback
Brosvic Gary M. ; Epstein Michael L. ; Dihoff Roberta E. ; Cook Michael J. ; The Psychological Record 2006, vol. 56, no2, pp. 205-218
Participants completed 5 laboratory examinations during which the number of responses permitted (1 response, up to 4 responses) and the timing of feedback (no feedback control: Scantron form; delayed feedback: end-of-test, 24-hr delay; immediate feedback: assistant, response form) were man...  
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Adjunctive role for immediate feedback in the acquisition and retention of mathematical fact series by elementary school students classified with mild mental retardation
Dihoff, Roberta E. ; Brosvic, Gary M. ; Epstein, Michael L. ; Cook, Michael J., The Psychological Record, Vol 55, 39-66, 2005
The effects of feedback on the acquisition and retention of mathematical fact series by elementary school students classified with mild mental retardation was examined in 4 studies. Different groups of students in the study were provided with different levels of feedback on tests. Certai...  
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Effectiveness of feedback during the testing of preschool children, elementary school children, and adolescents with developmental delays
Epstein Michael L. ; Brosvic Gary M. ; Costner Kate L. ; Dihoff Roberta E. ; Lazarus Amber D. , The Psychological Record 2003, vol. 53, no2, pp. 177-195
Students in Grades 1, 3, 5, and 7 studied test materials presented within the context of a story, and then responded to a 10-item quiz using either a Scantron form or an Immediate Feedback Assessment Technique (IF-AT) form (Study 1). The retention of these materials was examined 1 week lat...  
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Efficacy of error for the correction of initially incorrect assumptions and of feedback for the affirmation of correct responding : Learning in the classroom
Brosvic Gary M. ; Epstein Michael L. ; Cook Michael J. ;Dihoff Roberta E. ; The Psychological Record 2005, vol. 55, no3, pp. 401-418
Participants completed 5 classroom examinations during which the timing of knowledge of results (no feedback in the form of use of a Scantron form; delayed feedback in the form of either end-of-test or 24 hour delayed feedback; immediate feedback consisting of either educator feedback, or ...  
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Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities
Brosvic Gary M. ; Dihoff Roberta E. ; Epstein Michael L. ; Cook Michael J. ; The Psychological record 2006, vol. 56, no1, pp. 35-54
The effects of feedback to assist elementary school students classified as either normally achieving (NA) or with a mathematics learning disability (MLD) in acquiring the fact series of 0 to 9 for the operations of addition, subtraction, multiplication, and division were examined in Study ...  
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German Fairy Tales and Immediate Feedback Assessment Technique
This paper discusses the use of the Immediate Feedback Assessment Technique (IF-AT) relating to students reading and comprehension of a foreign language text. The IF-AT was would to encourage reading and aid comprehension.  
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Immediate Feedback Assessment Technique for Geography Class
Changjoo Kim, 2005
Below is a link to a final Capstone Project that faculty in the Faculty Teaching Certificate Program at the Minnesota State University – Mankato developed relating to the use of the Immediate Feedback Assessment Technique in Geography classes.

The research studied the benefits of th...  
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Immediate feedback assessment technique promotes learning and corrects inaccurate first responses
Epstein Michael L. ; Lazarus Amber D. ; Calvano Tammy B. ; Matthews Kelly A. ; Hendel Rachel A. ; Epstein Beth B. ; Brosvic Gary M. ; The Psychological record (Psychol. rec.) 2002, vol. 52, no2, pp. 187-201
A series of three (3) studies were performed examining multiple-choice testing procedures to determine if providing immediate feedback during a test increased students’ learning and if immediate feedback assisted in correcting mistaken answers. The data from the studies indicate that mult...  
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Immediate feedback during academic testing
Epstein, M.L., Epstein, B.B., & Brosvic, G.M. (2001). Psychological Reports, 88, 889-894
Performance on two multiple-choice testing procedures was examined during unit tests and a final examination. The Immediate Feedback Assessment Technique provided immediate response feedback in an answer-until-correct style of responding. The testing format which served as a point of compa...  
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Provision of Feedback during Preparation for Academic Testing: Learning Is Enhanced by Immediate but Not Delayed Feedback
Gary M. Brosvic, Michael J. Cook, Roberta E. Dihoff, Michael L. Epstein; The Psychological Record, Vol. 54, 2004
Two studies were performed where students prepared for classroom examinations by completing practice tests in anticipation of a final exam. On the final exam selected items from the practice tests were repeated in either the original or in a modified wording. The availability of immediat...  
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Student Perceptions of Immediate Feedback Assessment Technique in Chemistry Courses
Using IF-AT forms during beginning chemistry courses, data was gathered in four areas: 1) student appraisal of the testing method, 2) influence of the testing method on student morale, 3) influence of the testing method on student learning, and 4) student test taking strategies with immedi...  
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Students prefer the immediate feedback assessment technique
Epstein ML, Brosvic GM. Psychological Reports, 2002, 90 1136-1138
In the study that this report was based upon, students responded to a questionnaire after completing classroom examinations using either Scantron forms or the Immediate Feedback Assessment Technique. Analysis of the students' responses yielded six scales unrelated to the students' grades ...  
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Survey of Student Opinions about Using the IF-AT form at University of Arizona
University of Arizona
Below is a link to a web page from the University of Arizona which details the results of a student survey from an Introduction to Global Change course in Fall 2000 at the University of Arizona after the students’ first use of the IF-AT form on a midterm exam. The results show how effecti...  
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Test anxiety and the Immediate Feedback Assessment Technique. (Learning and Instruction)
DiBattista, David ; Gosse, Leanne, The Journal of Experimental Education, 22-JUN-06
The authors examined the relationship between the reactions of undergraduate students to using the Immediate Feedback Assessment Technique (IF-AT), an answer form that provides immediate feedback on multiple-choice questions, for the first time on a major examination and their levels of te...  
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The Effects of Immediate Feedback on Reading Achievement
Samuels, S. J., & Wu, Y. (2003). Manuscript submitted for publication, University of Minnesota.
This independent, quasi-experimental study found that after just six months, students receiving immediate feedback demonstrated twice the gain in reading comprehension of students not receiving immediate feedback.

The study included 67 third- and fifth-grade students in four cl...  
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The Immediate Feedback Assessment Technique: A Learner-centered Multiple-choice Response Form
DiBattista, David, The Canadian Journal of Higher Education, Volume 35, Number 4, December 2005, pp. 111-131(21)
The Immediate Feedback Assessment Technique (IF-AT) is a new multiple-choice response form that has advantages over more commonly used response techniques. The IF-AT, which is commercially available at reasonable cost and can be used conveniently with large classes, has an answer-until-cor...  
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The Role of Feedback during Academic Testing: The Delay Retention Effect Revisited
Brosvic, G.M., Dihoff, R. E., Epstein, M. L.; The Psychological Record, Vol. 53, 2003
This study examined the effects of varying delays in the provision of feedback on the retention of classroom materials. Students completed 5 quizzes during a semester using one of 3 different response formats, including: one format that provided no feedback (Scantron forms), one format t...  
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Using Answer-Until-Correct Examinations to Provide Immediate Feedback to Students in a Pharmacokinetics Course
American Journal of Pharmaceutical Education 2008; 72 (4) Article 83.
This study implemented an answer-until-correct examination format for a pharmacokinetics course to determine whether this format assessed pharmacy students’ mastery of the desired learning outcomes as well as a mixed format examination (eg, one with a combination of open-ended and fill-in-...  
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