Home » Effects of immediate and delayed feedback on students state anxiety during a teacher certification assessment. by Robert G. Hagstrom
Effects of immediate and delayed feedback on students state anxiety during a teacher certification assessment. Robert G. Hagstrom

Effects of immediate and delayed feedback on students state anxiety during a teacher certification assessment.

Robert G. Hagstrom

Published
ISBN : 9780549679387
Dissertation
122 pages
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 About the Book 

The intention of this study was to examine the effects of students receiving immediate or delayed feedback during a testing situation. This study incorporated the use of a practice teacher certification exam to use as the testing situation andMoreThe intention of this study was to examine the effects of students receiving immediate or delayed feedback during a testing situation. This study incorporated the use of a practice teacher certification exam to use as the testing situation and recruited education majors at a south-western university. The independent variable in this study was the timing of feedback a participant received during the first half of the testing situation. The dependent variable was the level of anxiety reported by the participants using the Revised Worry-Emotionality Scale.-Participants were randomly assigned to one of three different feedback conditions: an immediate feedback condition in which participants received feedback immediately following each response to a test item for the first half of the testing situation (IF group), a delayed feedback condition in which the participants received feedback only after all responses were made during the first half of the testing situation (DF group), and a no feedback condition in which participants received no feedback at any point during or after the testing situation. Both the IF group and the DF group did not receive any feedback during the second half of the testing situation.-The analyses revealed that there were within group differences for the no feedback group between points of measure on the emotionality subscale. These differences occurred between the pre-test measure of anxiety on the emotionality sub-scale and the mid-test measure of anxiety as well as between the pre-test measure and the post-test measure of anxiety on the emotionality sub-scale. Overall, emotionality seemed to decline throughout the testing situation for the no feedback group.-Between group analyses did not reveal any significant differences between the three feedback conditions for either the worry or the emotionality sub-scales. This indicates that the variations in the timing of feedback did not significantly influence levels of anxiety for the participants in this study.-This study implies that variations in the timing of feedback may not significantly influence levels of anxiety experienced by test takers, thus allowing instructors to use assessment tools and methods that incorporate either immediate feedback or delayed feedback without negative consequences.