Does correcting responses after feedback lead to better learning?
Several different, well-received theories of education would say yes. However, it depends on the quality of 'correct' information that is received after the answer is deemed 'incorrect'.

In Jean Piaget's constructivist theory of education, it is theorized that individuals construct new knowledge through methods of assimilation and accommodation. Assimilation requires taking new information and modifying it to fit into an existing framework (without changing the framework itself), and accommodation requires taking new information and updating an existing framework in line with the newly-learned information. Self-correcting responses allow the individual to consciously accommodate new information in accordance with the cognitive dissonance that may result from conflicting perspectives on information.

In the theory of cognitive apprenticeship, it is speculated that there are six teaching methods that are integral to advancing a student's knowledge in a domain. Among those are reflection, which allows students to "compare their own problem-solving processes with those of an expert, another student, and ultimately, an internal cognitive model of expertise." In more complex tasks, correcting ones' mistakes in accordance with the techniques and heuristics used by a knowledgable other would be considered a method of reflection. However, it is not clear that this would further apply to a multiple-choice test, as ones' methods for reaching a conclusion are less observable for tests of that nature.

In fact, there is evidence to show that, while multiple-choice tests may be good predictors of academic performance, multiple-choice questions aren't accurate assessments of actual knowledge. For example:


  Multiple choice tests are best adapted for testing well-defined or lower-order skills. Problem-solving and higher-order reasoning skills are better assessed through short-answer and essay tests. Another disadvantage of multiple choice tests is possible ambiguity in the examinee's interpretation of the item. Failing to interpret information as the test maker intended can result in an "incorrect" response, even if the taker's response is potentially valid. The term "multiple guess" has been used to describe this scenario because test-takers may attempt to guess rather than determine the correct answer. A free response test allows the test taker to make an argument for their viewpoint and potentially receive credit.


Therefore, it may be the case that self-correcting in the instance of an incorrect answer (accommodated by an explanation for the 'correct' answer) can actually improve knowledge, and aid in the accommodation of new knowledge.

For this reason (and for accommodation to effectively occur), in the instance of a multiple-choice test, it may be better practice to consciously reason through the answer in the face of feedback, instead of simply selecting the correct answer.