Students prefer the immediate feedback assessment technique.

Abstract

Students responded to a questionnaire after completing classroom examinations using either Scantron forms or the Immediate Feedback Assessment Technique. Factor analysis of students' responses yielded six scales unrelated to students' grades and not differing by sex, course, or instructor. Students evaluated on the latter technique scored significantly higher on scales measuring ease of understanding and ease of completing response requirements, perceived fairness of and preference for an answer-until-correct procedure, and enhanced involvement in the test-taking process.