Student Perspectives on the Immediate Feedback Assessment Technique

Abstract

A retrospective qualitative study was conducted to explore first-year occupational therapy graduate student perspectives on the Immediate Feedback Assessment Technique (IF-AT) which was implemented during a two-semester neuroscience course. The IF-AT system was used during small group application activities six times across a two-semester course sequence. Students discussed multiple-choice questions in small groups, used critical thinking skills and collaboration to select answers, then finally used the IF-AT scratch-off cards to indicate selections. At the conclusion of the second semester, 33 students provided qualitative feedback regarding their experience using the IF-AT. Conventional content analysis was used to capture the student voice as it relates to the use of the IF-AT system in coursework. Use of the IF-AT system created a positive learning experience for students but also revealed areas of limitations to be addressed in future coursework when the IF-AT scratch-off cards are used. Qualitative data from students indicated the technique facilitated active learning through discussion and problem solving while creating a sense of individual responsibility as well. Student-driven suggestions for improvement are included. Advice for instructors seeking implementation of the IF-AT system in occupational therapy coursework is included.

Keywords

• Immediate feedback
• active learning
• student assessment
• qualitative