Information Feedback Schedules, Interpolated Activities, and Retention

Abstract

Fifth grade students were administered a reading passage followed by a multiple-choice test based upon that passage. Feedback regarding performance was provided according to a standardized procedure either immediately after the test or with a delay of two and one-half hours. In the two delayed feedback treatments students participated in activities interpolated between the multiple-choice test and feedback which were either similar or dissimilar to the initial reading activity. In all treatments a retention test was administered either immediately after feedback or three days later. Contrary to widespread pedagogic belief, results demonstrated no significant differences among groups who received immediate or delayed feedback with either similar or dissimilar interpolated activities. In addition, no significant difference was demonstrated between retention tests administered either immediately or three days after feedback.