Document Type
Article
Publication Date
9-1-2015
Publication Title
Teaching & Learning Inquiry
DOI
10.20343/teachlearninqu.3.1.31
ISSN
2167-4787
Abstract
This project reports the results of two studies that investigated the impact on course evaluations of using partial credit iterative responding (PCIR) with the Immediate Feedback Assessment Technique (IF-AT) forms on summative course assessments. This project also quantifies grade inflation from utilizing different PCIR schemes and documents the percentage of possible partial credit students learned. Study 1 compared evaluations in courses where exams were manipulated. Study 2 compared evaluations in courses where daily reading quizzes were manipulated. Results from Study 1 revealed that multiple course evaluation scores increased 10% in the PCIR condition. Students earned 75% of the partial credit available through PCIR, which resulted in a 10% increase in their exam scores. Results from Study 2 revealed no difference in course evaluations between conditions. Students earned roughly 40% of the partial credit available through PCIR, resulting in a 4 to 8% increase in their quiz scores, depending on the PCIR scheme.
Recommended Citation
Maurer, Trent W., Jerri Kropp.
2015.
"The impact of the Immediate Feedback Assessment Technique on course evaluations."
Teaching & Learning Inquiry, 3 (1): 31-46: International Society for the Scholarship of Teaching and Learning.
doi: 10.20343/teachlearninqu.3.1.31 source: 10.20343/teachlearninqu.3.1.31
https://digitalcommons.georgiasouthern.edu/ecology-facpubs/209
Comments
Copyright (c) 2015 Trent W. Maurer, Jerri J. Knopp
This work is licensed under a Creative Commons Attribution 4.0 International License.