Making formative assessments REALLY formative, Featuring Eric Chiang

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There is a large body of literature on the critical role of formative assessments to improve student learning of economic concepts. Students learn better when they have an opportunity to practice, and more importantly, to evaluate their instructor's feedback of their work. Therefore, a critical part of this process relies on the assumption that student do in fact review their instructor's feedback. However, when it comes to feedback offered in the form of a written explanation, there is evidence showing that most students ignore the feedback, and instead continue to use trial and error to complete their practice.