Melody Jewell (South Dakota State University – University Center Campus, USA)
Written feedback was provided for on-line multiple-choice quizzes in a 15-week face-to-face chemistry survey lecture in order to determine if student learning and retention would be improved. Students could view the feedback (consisting of a detailed explanation/numerical solution) along with their score immediately after completing the quiz and then could choose to attempt the quiz a second time (same topics, but different questions) to improve their score, knowing that if they took the second attempt that was the score they would receive. Analysis from eight class sections (spanning 2 years) shows that on average 40.6 +/- 3.5% of students chose to repeat the quiz, and showed an average score improvement of 14.8 +/- 1.8%. This indicates that providing the feedback to the student appears to be improving their learning and comprehension of the material. Further analysis to examine the effect of feedback on conceptual retention and application is in progress.