![]() However, we questioned how students would respond to this type of feedback in introductory chemistry courses, referred to as “gateway” or “roadblock” courses. Earlier studies in introductory psychology courses found both perceived and measureable positive effects with immediate, answer-until-correct (AUC) testing feedback ( DiBattista et al., 2004 Brosvic and Epstein, 2007). Feedback given during a testing event has the potential to provide positive effects and to bypass student avoidance of feedback after returning tests or posting of scores. This is particularly problematic when students repeatedly focus on test scores rather than feedback once a testing event is over, potentially negating any positive testing feedback effects ( Crooks, 1988). Introduction and background Testing is generally cited as a potential learning tool, however testing effects are weakened depending on students’ access and use of feedback from testing ( Dunlosky et al., 2013). The results of the student surveys are detailed and implementation strategies for using IF-AT® forms for chemistry testing are also outlined in this article. Students’ perceptions on using the IF-AT® forms and how it influenced their thinking were gathered from a 16-item survey. ![]() Knowing that negative student perceptions of innovative classroom techniques can create roadblocks, this research focused on gathering student responses to using IF-AT® forms for testing in general chemistry 1 and organic chemistry 2 classes at several institutions. Studies with introductory psychology students supported both perceived and real student learning gains when this form was used with testing. ![]() ![]() The immediate feedback assessment technique (IF-AT®) form allows students to receive feedback on their answers during a testing event. Feedback is an important aspect of the learning process. ![]()
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