Alice S.N. Kim, and Sharry Shakory
The present study investigated whether early and intermediate evaluative feedback on in-class quizzes were predictive of students’ scores on a final cumulative exam in a third year Psychology course at a large North American university. Early feedback was operationally defined as the percentage score that students received on a quiz that took place on the third of 12 classes, whereas intermediate feedback was operationally defined as the percentage score that students received on a quiz that took place on the seventh of 12 classes. The results of a regression analysis showed that early, but not intermediate, evaluative feedback was predictive of students’ scores on the final cumulative exam. The implications of the present findings include a practical, low-cost means of identifying students who could benefit most from additional academic support and resources to help enhance their achievement in a course.