Immediate Feedback Assessment Technique

Prior to semester:

1. Obtain IF-AT forms (scratchy cards) for the multiple choice quiz from Epstein Educational Enterprises.
   Note: Scratchy cards are available for 10, 25 or 50 question multiple choice quizzes and for four-answer and five-answer questions. It is recommended if you are on a short timeline in class that you use the 10-question IF-AT card.
2. Create a number of multiple choice question quizzes for use at regular intervals throughout the semester (e.g. weekly, upon completion of a key component of the course, or prior to formal assessment task).
3. The multiple choice questions should be challenging, debatable questions that require discussion and evaluation by students both individually and in groups.  The questions should directly relate to the course content that they will be ultimately be assessed on in the formal assessment task.
4. When developing the questions refer to the IF-AT forms and the answer keys for the form so you know where the stars are located for each question. The stars that indicate correct answers are located beneath different letters (e.g. A, B, C, D) according to the type and version number of the form.
   Note: The version number is located at the bottom of the form. The answer key provides the star locations for all versions. (Refer to IF-AT TestMaker in the Resources/Technology section.)
5. Develop a marking guide for the quizzes, allocating marks for each attempt made by the students, for example:
   1. Correct answer on first try - 4 points
   2. Correct answer on second try - 3 points
   3. Correct answer on third try - 2 points
   4. Correct answer on fourth try - 1 point
   5. Correct answer on fifth try (if using a 5 answer choice scratch card) - 0 points.

In class during the semester:

1. Display quiz questions on projector screen in class.
2. Have the students answer the questions individually and record their answers on a piece of paper. This provides students with an opportunity to test their own knowledge prior to joining the group.
   Note: Do not use the IF-AT form at this stage.
3. Divide students into groups (4-6 in each group) and explain to students the value of working together to share their knowledge and achieve a mutually agreed outcome.
4. Explain the rules for the IF-AT group activity (see Resources/Technology).
5. Provide each group with one IF-AT form and conduct the same quiz as used in the individual quiz.
6. After groups have completed their IF-AT form, collect the completed forms to check accuracy of score and to record group scores.
7. Conduct a debrief  - compare and analyse why particular groups got high/low scores.

Extension:

• Friendly competition: Advise students that a running tally of group scores will be kept on Blackboard throughout the semester to promote competition between the groups (refer to Online Leaderboard mini-pattern).
• Individual activity: The IF-AT activity can be conducted as a wholly individual activity for formative testing purposes on a one-off basis or at regular intervals throughout the semester to prepare students for formal assessment tasks.