by Catherine Harper

The most valuable collaborative activity I currently use is the two-stage quiz with immediate feedback. Stage 1: students take a 10-point quiz individually, and hand it in. Stage 2: students join their assigned team and take the same quiz together using the IF-AT. I sum their two scores, for 20 possible points.

The Immediate Feedback Assessment Technique form, or IF-AT, looks like a scratch-off lottery ticket. They may vary in length, but the type I use has 10 questions, and 40 shiny silver boxes. Once in teams, they will share what they chose in stage 1, debate the answer, come to consensus by explaining why they are right, take a gulp and scratch the answer they have chosen. If they have chosen well, they uncover a small star indicating the correct answer. If the space is blank, they return to their debate, and listen to opposing ideas and reasoning. They continue to scratch until they find the right answer. 1 scratch earns 1 point; 2 scratches, half a point; 3 scratches, a quarter point, and 4 scratches… well, at least they learned something!

Therein lies the beauty of the IF-AT: students leave class knowing the right answer, and correct each other’s misconceptions. Instant grading gives wrong knowledge less time to root in their minds. The faster students receive feedback, the more impact it has. Teams bond as students rely on each other and celebrate their victories. The method equalizes teammates, as the introvert is a few scratches away from being recognized as a great resource, and the know-it-all may soon eat crow. Stage 2 becomes a raucous party with laughter, shouts, lively debate, and frequent “don’t you remember when she was saying ____?” An observer may not realize an assessment is occurring. Camaraderie, learning, assessment, and a great time!

A few research-based benefits:
Immediate feedback enhances long-term retention (Dihoff et al. 2004)
Students leave the assessment with correct knowledge (Epstein et al. 2002)
Student discussion in peer teaching increases critical thinking (Landers nd)
Students place higher value on teamwork when they are tested collaboratively (Brakke and Smith 2009)
Nursing students testing in groups using IF-AT have improved test performance and positive experiences (Peck et al. 2013)

If you are interested in getting some IF-AT cards, you can learn more here:
https://learntbl.ca/if-at-immediate-feedback-assessment-technique/

References
Brakke M and Smith K. 2009 Apr. Outcomes of Using Immediate Feedback Assessment Tests (IF-AT). Academy of Distinguished Teachers Conference Proceedings.
http://www.adt.umn.edu/conferences/tlc2009/documents/Brakkehandout.pdf
Dihoff RE et al. 2004. Provision of feedback during preparation for academic testing learning is enhanced by immediate but not delayed feedback. The Psychological Record. 54:207-231.
Epstein ML et al. 2002. Immediate feedback assessment technique promotes learning and corrects inaccurate first responses. The Psychological Record. 52: 187-201.
Landers, H. Using peer teaching in the classroom. Colorado State University website.
http://teaching.colostate.edu/tips/tip.cfm?tipid=180
Peck SD et al. 2013 Nov. Improved Class Preparation and Learning Through Immediate Feedback in Group Testing for Undergraduate Nursing Students. Nursing Education Perspectives.
National Education Association. 2008 Jun. The least you should know about TBL. NEA Higher Education Advocate. https://www.nea.org/