Delay of test information feedback and learning in a conventional classroom
DELAY OF TEST INFORRIATION FEEDBACK AND LEARNING I N A
CONVENTIONAL CLASSROOM
KINNARD WHITE
I'niversily of North Carolina
Teachers are told in educational psychology courses that immediate feedback
of the results of an individual's performance on a task enhances his learning of the
task. This notion is well documented in the literature of psychology (Renner, 1964).
A large portion of the research literature
