Students Perceptions about the Immediate Feedback Assessment Technique (If-At) In Team Based Learning Using Pre-Test versus Post-Test Evaluation

Shahid Hassan, Nabiha Gul Hassan

Abstract


Purpose:

Immediate feedback assessment technique (IF-AT) are the self-scoring answer sheets which is based on the concepts of immediate feedback for choosing the correct answer in MCQ IF-AT scratch card system rewards a student with partial credit for proximate knowledge. We assessed the students perception about immediate feedback assessment technique before and after the training of randomly assigned students in IF-AT scratch card system.

Methodology:

Students perceptions about IF-AT system has been explored using 25-items questionnaire administered to 60 randomly selected students assigned to control and training group using pre-test and post-test analysis. Paired-sample t-test, ANOVA and independent-sample t-test statistics were employed and the data was analysed.

Result:

Descriptive statistics observed for mean (SD) was found significantly greater in training vs. control group. Significant difference in mean (SD) of pre-test minus post-test, 5.37 (4.85) and 10.53 (8.36) respectively was found with independent t-test analysis. T-statistic was highly significant with p- <0.05 in all three test with the effect size of 12.9% established in ANOVA statistics.

Conclusion:

IF-AT system provides an individualized and instantaneous instruction as feedback in an assessment, which is marked with collaborative learning as in team-based learning. The good moments of IF-AT system is the partial credit for proximate knowledge that motivates analytic reasoning with problem solving skills. The concepts of immediate feedback and partial credit for proximate knowledge have been acknowledged as the most important features of IF-AT scratch card system by the students.


Keywords


IF-AT scratch-card system, MCQ, Immediate feedback, Partial credit, Collaborative learning.

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References


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DOI: https://doi.org/10.5959/eimj.v10i1.567

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