Feedback

Abstract

A study was conducted to assess whether feedback on a school related learning task serves an informational or a reinforcing function. An analysis of feedback delay, expectation, and development was used to make this assessment. Subjects in grades 4, 6, and 8 studied, were tested and received feedback on a learning task. One-half of the subjects received immediate feedback and one-half received delayed feedback. Additionally one-half of the subjects made expectancy statements prior to testing. Learning was assessed in terms of both acquisition and retention. The results support the theory that feedback serves an informational function and does not follow the rules suggested by reinforcement theory. An additional finding, that delayed feedback facilitates retention, suggests we re-examine our educational materials that provide immediate feedback.