Cited by 322Memory Processes and InfluencesStudent Assessment and FeedbackVisual and Cognitive Learning Processes

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The effect of type and timing of feedback on learning from multiple-choice tests.

Butler, Andrew C., Karpicke, Jeffrey D., Roediger, Henry L.·2007·Journal of Experimental Psychology: Applied

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Abstract

Two experiments investigated how the type and timing of feedback influence learning from a multiple-choice test. First, participants read 12 prose passages, which covered various general knowledge topics (e.g., The Sun) and ranged between 280 and 300 words in length. Next, they took an initial six-alternative, multiple-choice test on information contained in the passages. Feedback was given immediately for some of the multiple-choice items or after delay for other items. Participants were either shown the correct answer as feedback (standard feedback) or were allowed to keep answering until the correct answer was discovered (answer-until-correct feedback). Learning from the test was assessed on a delayed cued-recall test. The results indicated that delayed feedback led to superior final test performance relative to immediate feedback. However, type of feedback did not matter: discovering the correct answer through answer-until-correct feedback produced equivalent performance relative to standard feedback. This research suggests that delaying the presentation of feedback after a test is beneficial to learning because of the spaced presentation of information.

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Authors: Butler, A. C., Karpicke, J. D., & Roediger, H. L.
Affiliations: Washington University in St. Louis (US)
ORCID: Butler, Andrew C.
Karpicke, Jeffrey D.
Venue: Journal of Experimental Psychology: Applied
Publisher: American Psychological Association (APA)
Published: 2007
Volume: 13
Issue: 4
Pages: 273-281
ISSN: 1076-898X (ISSN-L)
1939-2192
DOI: 10.1037/1076-898x.13.4.273
OpenAlex: W2122370331
Cited by: 321
References: 34
Citations by year: 2026: 3 · 2025: 20 · 2024: 12 · 2023: 16 · 2022: 14 · 2021: 20 · 2020: 28 · 2019: 26 · 2018: 30 · 2017: 17 · 2016: 23 · 2015: 17 · 2014: 23 · 2013: 20 · 2012: 14
FWCI: 4.82
Type: journal article
Language: en
Open access: closed
Locations: Journal of Experimental Psychology Applied (publishedVersion)
PubMed (publishedVersion)
Funders: James S. McDonnell Foundation
Institute of Education Sciences
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords: feedback timing, delayed feedback, immediate feedback, multiple-choice tests, test-based learning, cued recall, prose reading
MeSH terms: Choice Behavior, Educational Measurement, Feedback, Humans, Learning, Time Factors

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The effect of type and timing of feedback on learning from multiple-choice tests.

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