Immediate Feedback

An article written by S. Jay Samuels and Yi-Chen Wu, Department of Educational Psychology, University of Minnesota, The Effects of Immediate Feedback on Reading Achievement stated, “The treatment effect showed that students in the immediate feedback condition were significantly superior on measures of passage comprehension and composite comprehension.”  Their conclusion was that if students know what the goal of the reading assignment is and they are given immediate feedback they are able to self-monitor and regulate reading behaviors at a higher success rate. has designed a system that allows teachers to opt for immediate feedback after individual questions, after a series of questions, or the teacher may delay feedback to test the importance of immediate feedback.