IMPACT OF DIFFERENT FORMS OF CORRECTIVE FEEDBACK UPON THE TESTING EFFECT

Abstract

The study aimed to measure how different forms of Corrective feedback impact upon the testing effect. Furthermore, the body of work shall serve as an extension to the existing research by Kang et al. (2007). The students at Cardiff University (N=132) were assigned to the experimental conditions. The hypothesis of the study was corrective feedback which includes a prompt to check answers will produce higher final test scores than other forms of corrective feedback. One way ANOVA within design was statistically used to interpret the findings of the study which highlights the main effect in the learning phase while no effect was observed in the testing phase. Moreover, it was also found that while corrective feedback is generally considered a useful tool for promoting learning, it is not always effective or appropriate in every situation. Teachers and educators need to consider a range of factors to ensure that feedback is used in a way that is both effective and appropriate for their learners. The study also discusses the best practices for corrective feedback and strategies to improve the same.