The Effect Of Feedback Of Quiz Results On Achievement In Introductory College Economics.

Problem: Kelley\u27s Teaching Information Processing System (TIPS)” provides informative feedback (IF) from non-credit quizzes to students, teaching assistants, and instructor. Differentiated assignments are made according to quiz results. TIPS classes achieve reliably higher midterm scores than control classes in introductory economics; no final examination comparisons have been reported. TIPS may be an important contribution to educational technology, but questions may be raised about (1) the contribution of quizzes-cum-feedback-to-students to achievement, as measured by the. Test of Understanding in College Economics (TUCE), and (2) the effects of the interaction of personality variables and informative feedback (IF) intervals on achievement. Purposes: 1. To test the effects of non-credit, criterion-referenced quizzes under three conditions of IF to students on end-of-course achievement, as measured by the TUCE, in introductory college economics. 2. To test the interaction between treatment and intellectual orientation, as measured by the Intellectual Disposition Category Scale (IDC)” of the Omnibus Personality Inventory (OPI)