Technical b r Report - International Military Testing Association

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results which bear out Hurlock’s earlier emphasis on praise and blame.
He found that students who received comments on examination papers did
better on the next examination then did students 90 received no comnents.
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Huch of the previous research in this area has been conducted
comparing feedback with no feedback situations.
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Curtis and Wood .(1929)
hwever’, tested four methods of scoring examinations and found that
those methods which provided for discussion of questions were the most
effective. Stone (1955) found that the effect of feedback was correlated
positively with the amount of information contained in the feedback.
Students who received full explanat ion,as to why one answer was wrong
and another was correct, did much better subsequently than did those who
received less, or no, information. Sassenrath and Carverick (1965)
compared four treatment groups for retention and transfer of learning
and concluded that the type of feedback i!s not nearly as important as
the fact that the group%ets it. In the ‘present experiment it was
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hypothesized that the introduction of weekly quizzes prior to the first
progress test in recruit training would &crease scores on the progress
test and this increase would vary positi Jely in accordance with the
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amount of feedback given on these quiz&.
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APPARATUS Quizzes consisting of twenty five questions each, base; 31‘1
the first and second week subject matter were constructed. Questions
covered the same subject areas as those cn the third week progress test
but were changed to appear in a slightly different form.
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