Large enrollment course, such as general chemistry, often rely on multiple-choice assessments for which feedback is often passive and limited to scores, posted answer keys, and correct/incorrect information. Research has shown that more active methods of testing feedback can enhance student learning, and our work explores the impact of various types and timing of corrective feedback. Results from our large-scale paper and pencil testing studies indicate that delayed online corrective feedback produced significant learning gains. In this study, think-aloud interviews were conducted to explore whether students changed their problem-solving process for question items following delayed elaborative feedback. Specifically, students from two institutions each participated in two interviews for two algorithmically cloned 20-item multiple-choice tests about a week apart. At the end of each interview, students were provided with their scores on the test, but no other corrective feedback. Between the two interviews, students completed an elaborative delayed feedback online assignment. Student responses were coded for both sets of interviews and changes in process were identified in relation to the elaborative feedback received. The results of this work can help inform evidence-based practices for employing feedback in chemistry classrooms.<br/>

Influence of delayed elaborative feedback on student performance and process with multiple-choice questions

2019 Spring National Meeting

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