Journal of Science Education and Technology

, Volume 17, Issue 5, pp 437–443 | Cite as

Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?

  • Sehoya H. Cotner
  • Bruce A. Fall
  • Susan M. Wick
  • J. D. Walker
  • Paul M. Baepler


Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.


IF-AT Large lectures Immediate feedback Engagement Student perceptions 


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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  • Sehoya H. Cotner
    • 1
  • Bruce A. Fall
    • 2
  • Susan M. Wick
    • 3
  • J. D. Walker
    • 4
  • Paul M. Baepler
    • 5
  1. 1.General Biology Program/Ecology, Evolution & BehaviorUniversity of MinnesotaMinneapolisUSA
  2. 2.Biology ProgramUniversity of MinnesotaMinneapolisUSA
  3. 3.Department of Plant BiologyUniversity of MinnesotaSt. PaulUSA
  4. 4.Digital Media CenterUniversity of MinnesotaMinneapolisUSA
  5. 5.Center for Teaching and LearningUniversity of MinnesotaMinneapolisUSA

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