Improved Class Preparation and Learning Through Immediate Feedback in Group Testing for Undergraduate Nursing Students

Abstract

A mixed-method educational evaluation project to increase learning through testing was conducted in a required senior nursing course.

The Immediate Feedback Assessment Technique (IF-AT) was used to motivate preparation for optimal final examination performance. Students took multiple-choice final exams in small groups, used critical thinking and collaboration to select best answers, and then used scratch-off answer sheets indicating correct answers. A causal-comparative evaluation design was used to assess effectiveness of the IF-AT technique in improving learning as measured by final exam scores compared with results of traditional individual multiple-choice final exams.

Results indicated that the IF-AT format was significantly more effective than traditional testing in enhancing learning.

Descriptive and qualitative evaluation data from students indicated students increased their learning, engaged in critical thinking, and prepared adequately for the exam. Students evaluated the test method as superior to standard testing. Implementation information is included.