本研究主要目的在探討不同的試題回饋處理（分成有回饋與無回饋兩類），與延宕間隔（分爲間隔九週、五週及一週三種），對大學生測驗分數的影響，及其交互作用。受試者爲朝陽科技大學社會工作系二年級選修「社會工作統計」課程的學生，兩班共90人。全學期共實施三次前測，每次前測後都將試題隨機分成兩組，分別在兩班的課堂上各以其中一組試題提供回饋。期末考時將三次前測試題合併作爲後測試題，後測分數經由相依樣本二因子變異數分析、單純主要效果考驗及事後比較，結果顯示試題回饋有助於提高測驗分數，但是兩班在不同延宕間隔的效果，以及交互作用的情形，互有差異。本研究針對結果提出教學上以及進一步研究的建議。

This study examined the effect of different item feedback treatments (feedback and non-feedback) and delayed intervals (nine weeks, five weeks, and one week), as well as their interaction, on test scores of college students. Subjects were 90 undergraduates from two classes of the Department of Social Work, Chaoyang University of Technology, who enrolled in the course of Statistics for Social Work. Three pretests were administered through the semester. After each pretest, the items were randomly divided into two groups. Each class was then given feedback with different groups of items separately. During final exam, all items used in three pretests were put together as posttest items. Posttest scores were analyzed using two-way ANOVA for dependent samples, simple main effect test, and post hoc comparisons. The results showed that item feedback had effect in increasing test scores, but there were differences between two classes in the effect of different delayed intervals and the interaction. Suggestions were proposed for teaching and further research based on the results.