Knowledge of results

Knowledge of results is a term in the psychology of learning.^p619 A psychology dictionary defines it as feedback of information:

It describes the situation where a subject gets information which helps them to change behaviour in a desirable way, or to gain understanding.

There are a number of similar terms in psychology:

Knowledge of results, or sometimes immediate knowledge of results, can be used for any learning where a student (or an animal) gets information after the action. The information is about how satisfactory the action is.

An early experiment on knowledge of results was the machine invented by Sidney Pressey, where a device both tested and taught multiple-choice questions. This method tells the user (by inference) only whether the choice was correct or not. The material was multiple choice items, and the method used as an addition to collecting classroom test scores.

Later work in training research and education used the term "knowledge of results" frequently.

An important question was whether scores would be improved more if direct teaching was given either before or after the question was asked. The answer in both cases was (broadly) yes. Using instructional films, Michael and Maccoby split groups into two halves. Half the students were given material which required active, explicit responses. After a pause, they were told the correct answer. The other half was not given feedback. Instructional time was identical. The result showed a "slight but significant gain" for the active-response procedure without feedback, but more gain when feedback was provided. The experimenters later described this as "KCR" rather than "feedback". Research on the active response itself is summarised in ^p614. Later discussion of experiments like these suggested that the results might be due to practice rather than feedback. Undoubtedly, the set-up had given extra practice on the questions as well as knowledge of results, and the experiments often confounded the two factors.

Another issue is that knowledge of results may give information to the instructor as to ways the material can be improved. Using a teaching program on decimal arithmetic, an experienced teacher can put student mistakes into types. For example, one group of mistakes are due to the learners not understanding the rules about placement of the point in decimal multiplication. This shows where and how the learning material needs to be revised.

...
Wikipedia