Immediate Feedback Analysis

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Test Anxiety and the immediate Feedback Assessment Technique
I chose this article due to my own personal battle with test and assignment anxiety. My mood becomes fowl prior to a time consuming assignment, I lose sleep prior to a test, and I find myself reading and rereading test questions during testing due to focusing more on my rapid heart rate and heavy breathing instead of the test content. Test anxiety is a common problem and I hope that more research like this article will continue to provide people like me with effective strategies.
The authors DiBattista and Gosse (2006) examine the identifying relationship between the emotional responses of undergraduate students to using the Immediate Feedback Assessment Technique (IFAT). This quantitative …show more content…
But, the majority of the sources utilized within the article provide evidence for immediate feedback and its impact on learning, not anxiety or testing. This article seemed to be the few of its kind to discuss the correlation presented. Pre and post questionnaires were completed over a period of four weeks with the sample population, and described clearly to replicate the …show more content…
More than 80% of undergraduates using the IFAT for the first time indicated that they would like to be able to use the IFAT in all of their courses that have multiple-choice tests, and 64% felt the IFAT to be fairer than the more commonly used machine-scored answer form they were accustomed to using (DiBattista, D., & Gosse, L., 2006). Overall, students' reactions to the IFAT are positive in nature across all students with a broad range of traits, but IFAT was not related to test taking anxiety, nor did any evidence indicate that the IFAT put students with increased levels of test anxiety at a hindrance with regards to test performance. Using the IFAT did not commonly increase test-related anxiety, and for a most of the sample students, immediate feedback essentially reduced anxiety. Therefore, the positive student reaction does suggest further testing that the research could assist with contribution to the significant but typically ignored goal of producing a more progressive response to student test
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