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IF*AT: The Immediate Feedback Assessment Technique
Conference Paper · February 2009
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IFAT
The Immediate Feedback
Assessment Technique
Michael Lück
Dept. of Tourism & Events
2nd Learning and Teaching Mini-Conference School of Hospitality & Tourism
4 February, 2009
Multiple Choice Testing (MC)
Objective
Allows coverage of a range of topics in a short test
Easy to administer
Easy to grade
Allows assessments across various levels of Bloom’s Taxonomy (knowledge, comprehension, application, analysis, synthesis, evaluation)
Scantron
However…
Traditional MC testing…
…does not provide instant feedback
…does not provide corrective feedback
Research shows that delayed feedback, and
information-only feedback (as opposed to
corrective feedback) are less effective
Often, students do not get any feedback on
MC tests, other than their scores
IFAT…
…provides students with
instant feedback
corrective feedback
…allows for proximate marks (answer-until-
correct format)
…lets students determine their own marks
immediately
…is popular amongst students
Advantages for the Instructor
IFAT…
…allows reuse of MC items for future tests
…allows rewarding for proximate knowledge
…shows students that the instructor cares
about their learning, and not solely about
evaluation
…is easy to administer
…is quick and easy to grade
IFAT
Grading
Grading
Item
correct
on
attempt
number
A: # of items B: Points/item Points earned:
A x B
1 1.0
2 X 0.25
3 --- 0.10
4 Ø 0
Total number of items: Total Points:
Student Name: ID:
Grading
Item
correct
on
attempt
number
A: # of items B: Points/item Points earned:
A x B
1 24 1.0 24.0
2 X 10 0.25 2.5
3 --- 7 0.10 0.7
4 Ø 4 0 0
Total number of items: 45 Total Points: 27.2
Student Name: Timothy Test ID: 000111222
Disadvantages of using IFAT
Students cannot “unscratch” a field
Manual evaluation only
IFAT forms are sensitive – scratches might
be possible through watches/jewelry, or
transport
Questions have to be designed to match the
IFAT format
Tips for using IFAT
Give students full information about IFAT in advance of the test
To reduce anxiety, inform students of both positive and negative aspects of IFAT
Use great care in arranging test items to match the IFAT form you are using
When constructing your test, keep in mind that the knowledge students gain from corrective feedback on MC items may be used later in the test
Tips for using IFAT
Do use a reward-for-proximate knowledge grading scheme
Do not use a simple grading scheme
Distribute IFAT forms after students are seated
Provide students with a copy of “Tips for using the IFAT form”
Arrange seating of students to minimize easy copying
Tips for using IFAT
Insist that all students submit their IFAT
forms and test questions
Use symbols to simplify grading: , X, ---, Ø
Use a special form to make grading more
efficient
Cost
Thank You!
Literature
DiBattista, D. Mitterer, J.O., & Gosse, L. (2004).
Acceptance of the Immediate Feedback
Assessment Technique for multiple-choice testing.
Teaching in Higher Education, 9, 17-28.
DiBattista, D. (2005). The Immediate Feedback
Assessment Technique (IFAT): Tips for Instructors
(unpublished manuscript). St. Catharines, Ontario:
Department of Psychology, Brock University
Epstein Education:
http://www.epsteineducation.com/index.php
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