The Effects of Feedback on Comprehension and Illusions of Comprehension (Poster 6)

• In Event: AERA Poster Session Eight
  In Poster Session: Literacy Poster Session Three

Abstract

While practice tests can improve comprehension of expository texts, results have been modest and suggest differences between closed-ended testing formats. To explore how to promote optimal learning, the goal of the present study was to test the effects of adding feedback to closed-ended practice tests (multiple choice, true-false). It was also of interest to test whether feedback would influence learners’ metacomprehension accuracy. Results demonstrated that presenting practice test questions in a multiple-choice format improved performance on short-answer comprehension tests over a true-false format. However, feedback did not improve learning from the practice tests, and elaborative feedback increased illusions of comprehension.

Authors

• Lena Hildenbrand, University of Illinois at Chicago
  Presenting Author

• Thomas D. Griffin, University of Illinois at Chicago
  Non-Presenting Author

• Jennifer Wiley, University of Illinois at Chicago
  Non-Presenting Author