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The following published research articles are available upon request. To request research, please call (609) 915-1229 or email info@epsteineducation.com with your mailing address and the specific article(s) you would like to receive.
1. “Provision of feedback during preparation for academic testing: learning is enhanced by immediate but not delayed feedback”.
The Psychological Record, 54, 207-231.
Summary:
Students took practice tests with either immediate, end-of-test, 24-hour, or no feedback. Classroom and final examination questions were repeated in original or modified form. In both cases, examination performance was elevated more by immediate feedback on the practice tests than by either delayed or no feedback.
Brosvic, G.M., Epstein, M.L., & Cook, M.J. (2004).
2. “Efficacy of error for the correction of initially-incorrect assumptions and of feedback for the affirmation of correct responding: learning in the classroom”.
The Psychological Record, (in press).
Summary:
Allowing students the opportunity to answer multiple-choice questions until correct during classroom examinations, through receiving immediate affirming or corrective feedback, enhanced final examination performance. Repeated inaccurate responding was reduced and retention for correct responses was increased. The immediate feedback provided by the IF-AT was as effective as the instructor-provided immediate feedback.
Brosvic, G.M. Epstein, M.L., Dihoff, R.E., & Cook, M.J. (in press).
3. “Adjunctive role for immediate feedback in the acquisition and retention
of mathematical fact series by elementary school students with mild
mental retardation”. The Psychological Record.
Summary:
Learning and retention of mathematical operations for elementary school children with mild mental retardation was enhanced using immediate feedback. When IF-AT forms were used in conjunction with educator-provided feedback, learning and retention were maximized.
Dihoff, R.E. Brosvic, G.M., Epstein, M.L., & Cook, M.J. (In press).
4. “The role of feedback during academic testing: The delay retention test
revisited”.
The Psychological Record, 53, 533-548.
Summary:
Students took 5 semester quizzes receiving end-of-test, 24-hour delay, immediate or no feedback. Final examination questions were made up of new questions and repeated questions from earlier quizzes. Students who received immediate feedback on the quizzes demonstrated highest recall for correct answers and fewest repetition of errors on the final examination.
Dihoff, R.E., Brosvic, G.M., Epstein, M.L., & Cook, M.J. (2003).
5. “Immediate Feedback Assessment Technique: A multiple-choice test that “behaves" like an essay examination”.
Psychological Reports, 90, 226.
Summary:
Students tested on analogous factual essay and multiple-choice examinations demonstrated a higher correlation between test scores with IF-AT forms rather than when Scantron forms were used (+.75 vs. +.40, respectively). The IF-AT can assess and credit partial/proximate knowledge analogous to an essay examination.
Epstein, M.L., & Brosvic, G.M. (2002).
6. “Students prefer the Immediate Feedback Assessment Technique”.
Psychological Reports, 90, 136-138.
Summary:
Students compared the IF-AT to Scantron forms on measures of test anxiety, time requirements for usage, format desirability, amount of perceived learning during testing, amount of retention, and potential for cheating. The IF-AT was rated higher on measures related to clarity, desirability, and testing benefits. There were no significant
differences between the forms on measures of anxiety and time requirements.
Epstein, M.L.., & Brosvic, G.M. (2002).
7. “Effectiveness of feedback during testing of pre-school children, elementary school children, and adolescents with developmental delays”.
The Psychological Record, 53, 177-195.
Summary:
Preschoolers, first, third, fifth, and seventh graders, and mildly-retarded adolescents were evaluated on classroom materials with either Scantron or IF-AT forms. Final examinations and retention tests, given as much as three months later, showed higher scores for those previously tested with the IF-AT forms. The IF-AT benefits were especially prominent for developmentally-delayed students.
Epstein, M.L., Brosvic, G.M., Costner, K.L., Dihoff, R.E., & Lazarus, A.D. (2003).
8. “Immediate feedback during academic testing”.
Psychological Reports, 88, 889-894.
Summary:
College students took unit examinations using either Scantron or IF-AT forms. Those tested with IF-AT forms correctly answered more final examination questions previously answered incorrectly and scored higher overall than students who had used Scantron forms.
Epstein, M.L., Epstein, B.B., & Brosvic, G.M. (2001).
9. “Immediate Feedback Assessment Technique promotes learning and corrects inaccurate first responses”. The Psychological Record, 52, 187-201.
Summary:
Students were initially tested with Scantron forms, IF-AT forms, or an answer-until-correct computer program. Tests 1-day and 1-week later showed best retention and more correct responding for questions previously answered incorrectly when IF-AT forms were used. It is suggested that active involvement in the discovery process in addition
to immediate feedback promotes retention and the correction of initially inaccurate response strategies.
Epstein, M.L., Lazarus, A.D., Calvano, T.B., Matthews, K.A., Hendel.
R.A., Epstein. B.B., & Brosvic, G.M. (2002).
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