The use of multiple-choice testing is common among all levels of education. This study examined one type of multiple-choice testing: the Immediate Feedback – Assessment Technique®️ (IF-AT®️), which uses an answer-until-correct testing format. More than 300 undergraduate students in a speech-language-hearing sciences course used the IF-AT ®️ to take course exams. After each of the first two exams, students were given an optional survey which probed their levels of anxiety, acceptance of the IF-AT ®️ format, and experience using the format. Descriptive statistics demonstrated that while students do experience test anxiety, they also widely accept and appreciate the IF-AT ®️ format. Students did not report substantially different experiences after the second exam. Ordinal logistic regression and Chi-square analyses revealed no statistical differences between responses on the survey after the first and second exams. Results of this study support the use of the answer-until-correct format, and more specifically the IF-AT ®️. The benefits to instructors and students of using the IF-AT ®️ are high and should be taken into consideration when selecting testing formats.
Kuchler, Kirstin and Finestack, Lizbeth
"Student Anxiety, Acceptance, and Experience Using the Immediate Feedback – Assessment Technique®️,"
Teaching and Learning in Communication Sciences & Disorders: Vol. 6:
1, Article 5.
Available at: https://ir.library.illinoisstate.edu/tlcsd/vol6/iss1/5