Authors: · Year: 2021 · Tier: RCT · DOI/URL: https://doi.org/10.1177/25152459211027575 (Advances in Methods and Practices in Psychological Science 4(3); open access)

Links to claims

Limits (1)

Claim	Basis
C4	Adjacent: across 38 college classes, immediate vs delayed feedback made no difference to later class-assessment scores (0.002, HDI −0.05 to 0.05). Feedback timing, not type; does not test C4. Abstract only.

Claim

Basis

Adjacent: across 38 college classes, immediate vs delayed feedback made no difference to later class-assessment scores (0.002, HDI −0.05 to 0.05). Feedback timing, not type; does not test C4. Abstract only.

Source note

Syntes: ManyClasses 1: Assessing the Generalizable Effect of Immediate Feedback Versus Delayed Feedback Across Many College Classes (2021)

Källa: https://doi.org/10.1177/25152459211027575 (Advances in Methods and Practices in Psychological Science 4(3); open access)

Verified content

Same preregistered experiment run in 38 college classes: feedback on class assignments given immediately or delayed by a few days (within-subject), with or without incentives to look at it (between classes); outcome later class-assessment items.
Overall effect of timing 0.002 (95 % HDI −0.05 to 0.05); no credible effects for 40 preregistered moderators; hints of modest advantages for delayed feedback in undersampled class types.
Read: abstract (OpenAlex) and publisher summary. About when feedback is given, not what kind, so it does not test C4's kind-of-feedback claim.

Metadata as recorded

The original files (PDF or abstract) are kept in the project archive and are not published here.