Describes study of 122 undergraduate and graduate students that contrasted the effects of two error correction procedures on student achievement when using computer assisted instruction. Analyses of variance were used to determine whether question type or error response affected subsequent responses to factual and higher cognitive questions.…

Describes a study of the impact of different feedback types on secondary school students in which treatment groups received either corrective or noncorrective feedback. Results indicate no significant difference between the groups' posttest scores, but when groups were redefined by gender, girls receiving noncorrective feedback scored lower than…

Reviews study conducted to compare levels of achievement on final exams for college students responding to combinations of test-item feedback methods and modes of test-item presentation. The PHOENIX computer system used in the comparison is described, and the use of ACT (American College Testing Program) scores for ability comparison is discussed.…