College Students’ Evaluations of the Immediate Feedback Assessment Technique (IFAT)
Track
Research Project / Learning Theories and Pedagogy
Abstract
In behavior analysis, social validity refers, in part, to the acceptability by stakeholders of an intervention designed to change behavior. This notion seems particularly important in educational contexts, as the literature is replete with studies demonstrating techniques that effectively enhance student learning but never gain widespread adoption. The current study examined the social validity of the specific answer-until-correct (AUC) technique known as the Immediate Feedback Assessment Technique (IFAT). Work in our lab has replicated and extended previous studies showing positive effects on college students’ learning from using the IFAT. To assess social validity, at the end of a semester using IFAT forms, students completed a questionnaire that contained social validity items that were adapted from items examined in previous research studies and from claims made on the website of the company that manufactures the IFAT forms. Our data show statistically significant agreement with most statements that described positive characteristics of using IFAT forms and failed to show statistically significant agreement with any of the statements describing what have been considered negative characteristics of IFAT forms. Issues surrounding more widespread use of IFAT forms promote enhanced learning in college students will be discussed.
Session Format
Presentation Session
Location
Room 217
Recommended Citation
Serdikoff, Sherry L., "College Students’ Evaluations of the Immediate Feedback Assessment Technique (IFAT)" (2016). SoTL Commons Conference. 75.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/75
College Students’ Evaluations of the Immediate Feedback Assessment Technique (IFAT)
Room 217
In behavior analysis, social validity refers, in part, to the acceptability by stakeholders of an intervention designed to change behavior. This notion seems particularly important in educational contexts, as the literature is replete with studies demonstrating techniques that effectively enhance student learning but never gain widespread adoption. The current study examined the social validity of the specific answer-until-correct (AUC) technique known as the Immediate Feedback Assessment Technique (IFAT). Work in our lab has replicated and extended previous studies showing positive effects on college students’ learning from using the IFAT. To assess social validity, at the end of a semester using IFAT forms, students completed a questionnaire that contained social validity items that were adapted from items examined in previous research studies and from claims made on the website of the company that manufactures the IFAT forms. Our data show statistically significant agreement with most statements that described positive characteristics of using IFAT forms and failed to show statistically significant agreement with any of the statements describing what have been considered negative characteristics of IFAT forms. Issues surrounding more widespread use of IFAT forms promote enhanced learning in college students will be discussed.
