Improved class preparation and learning through immediate feedback in group testing for undergraduate nursing students.
OBJECTIVE
A mixed-method educational evaluation project to increase learning through testing was conducted in a required senior nursing course.


METHODS
The Immediate Feedback Assessment Technique (IF-AT) was used to motivate preparation for optimal final examination performance. Students took multiple-choice final exams in small groups, used critical thinking and collaboration to select best answers, and then used scratch-off answer sheets indicating correct answers. A causal-comparative evaluation design was used to assess effectiveness of the IF-AT technique in improving learning as measured by final exam scores compared with results of traditional individual multiple-choice final exams.


RESULTS
Results indicated that the IF-AT format was significantly more effective than traditional testing in enhancing learning.


CONCLUSIONS
Descriptive and qualitative evaluation data from students indicated students increased their learning, engaged in critical thinking, and prepared adequately for the exam. Students evaluated the test method as superior to standard testing. Implementation information is included.
University of Wisconsin Eau Claire College of Nursing and Health Sciences, USA. pecksd@uwec.edu
Susan D
SD
Peck
University of Wisconsin Eau Claire College of Nursing and Health Sciences, USA.
Joan L Stehle
JL
Werner
University of Wisconsin Eau Claire Learning and Technology Services, USA.
Donna M
DM
Raleigh
D000328:Adult; D003299:Cooperative Behavior; D004508:Education, Nursing, Baccalaureate / Q000379:methods*; D004521:Educational Measurement / Q000379:methods*; D005246:Feedback; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D010379:Peer Group; D015397:Program Evaluation; D013338:Students, Nursing / Q000523:psychology*; D013663:Teaching / Q000379:methods*; D055815:Young Adult