The Differential Effects of Elaborate Feedback and Basic Feedback on Student Performance in a Modified, Personalized System of Instruction Course

• Published in: Journal of behavioral education Vol. 18; no. 3; pp. 245 - 265
• Main Authors: Chase, Jared A., Houmanfar, Ramona
• Format: Journal Article
• Language: English
• Published: Boston Springer Science and Business Media, Inc 01.09.2009; Springer US; Springer; Springer Nature B.V
• Subjects: Academic Achievement; Behavioral Science and Psychology; Child and School Psychology; Educational evaluation; Educational research; Educational tests; Evaluation; Feedback; Feedback (Response); Goal Orientation; Group Homes; Individualized instruction; Information Dissemination; Information feedback; Item Analysis; Job Performance; Learning; Learning and Instruction; Multiple Choice Tests; Original Paper; Positive feedback; Psychology; Resistance (Psychology); Statistical analysis; Statistical Inference; Statistics; Teachers; Teaching methods; Test Items; Tests; Personalized system of instruction (PSI); Elaborate feedback; Large-enrollment course; Basic feedback
• ISSN: 1053-0819; 1573-3513
• DOI: 10.1007/s10864-009-9089-2

Educators in large-enrollment courses are faced with the challenge of effectively disseminating information to their students to ensure that they learn the content provided. A related issue involves the means by which instructors evaluate student performance. Offering effective forms of performance feedback may be one technique to provide students with additional information to facilitate learning. Accordingly, the purpose of this investigation was to determine the effects of elaborate feedback and basic feedback on student performance. Two groups from an introductory psychology course participated in the current study. The Basic Feedback Group (N = 108) received basic feedback on all quizzes. The Elaborate Feedback Group (N = 102) received elaborate feedback on all quizzes. Response accuracy and learning gain were evaluated between groups. Visual analyses demonstrated the relative effectiveness of elaborate feedback on subsequent student performance. Descriptive and inferential statistical analyses revealed that elaborate feedback was beneficial in general and particularly for questions that were determined to be difficult by item analyses. Results and implications are discussed in further detail.