This essay was written to provide information on a study performed at Appalachian State University. Theobject of this study was to confirm or refute if immediate feedback enhances learning. The effects of three forms oftest feedback were investigated within the necessary circumstance of a self paced, guideline based course ineducational psychology. There were 88 participants in the study, but 15 students were unable to complete the courserequirements, so their scores were not included in the report. These 73 undergraduate students completed sevenunits of work and were assessed by computer administered unit tests. The students were randomly assigned to oneof the three test feedback forms being used in the study: 1. item by item knowledge of responses, 2. answer untilcorrect, and 3. delayed feedback. Students received their assigned feedback during work on the first two units, thenthey were allowed to choose the feedback they preferred. Test anxiety was measured preceding to testing onSatasons Test Anxiety Scale and during testing on an item administered by the computer. Undergraduates whoreported high test anxiety on the Scale experienced more anxiety during testing than students reporting low testanxiety. The anxiety during testing was not related to the type of feedback, and the two variables were not related tocourse performance on the second unit. Data collected at the end of the semester showed that students whoreported higher test anxiety required more attempts to pass unit tests than those with lower test anxiety. When theundergraduates were asked they preferred the type of feedback, answer until correct. This preference was not relatedto the Scale scores or to being allowed to choose forms of feedback.Two strengths of this study are its testing and the use of the random assignment. I feel that the times inwhich the administered the Test Anxiety Scale was an efficient time. If the Scale was administered afterwards ...
