Effects of multiple-try feedback and question type during mathematics problem solving on performance in similar problems

In a study of mathematics problem solving, the effect of providing multiple-try feedback on later success in solving similar problems was examined. Participants solved mathematics problems that were presented as either multiple-choice or open-ended questions, and were provided with one of four types of feedback: no feedback (NF), immediate knowledge of the correct response (KCR), multiple-try feedback with knowledge of the correct response (MTC), or multiple-try feedback with hints after an initial incorrect response (MTH). Results showed that gains in performance were larger in the open-ended than multiple-choice condition. Furthermore, gains under NF and KCR were similar, gains were larger under MTC than KCR, and gains were larger under MTH than MTC. The implications of these results for the design of assessments for learning are discussed.