دورية أكاديمية
Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course
| العنوان: | Weekly Formative Exams and Creative Grading Enhance Student Learning in an Introductory Biology Course |
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| اللغة: | English |
| المؤلفون: | Bailey, E. G., Jensen, J., Nelson, J., Wiberg, H. K., Bell, J. D. |
| المصدر: | CBE - Life Sciences Education. Mar 2017 16(1). |
| الإتاحة: | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| تاريخ النشر: | 2017 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | P116B041238 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Biology, Introductory Courses, Formative Evaluation, Science Tests, Grading, College Freshmen, Science Achievement, Achievement Gains, Learning, Feedback (Response), Problem Solving, Logical Thinking, Student Attitudes, Student Evaluation |
| تدمد: | 1931-7913 |
| مستخلص: | First-year students often become discouraged during introductory biology courses when repeated attempts to understand concepts nevertheless result in poor test scores. This challenge is exacerbated by traditional course structures that impose premature judgments on students' achievements. Repeated testing has been shown to benefit student ability to recognize and recall information, but an effective means to similarly facilitate skill with higher-order problems in introductory courses is needed. Here, we show that an innovative format that uses a creative grading scheme together with weekly formative midterm exams produced significant gains in student success with difficult items requiring analysis and interpretation. This format is designed to promote tenacity and avoid discouragement by providing multiple opportunities to attempt demanding problems on exams, detailed immediate feedback, and strong incentives to retain hope and improve. Analysis of individual performance trajectories with heat maps reveals the diversity of learning patterns and provides rational means for advising students. |
| Abstractor: | As Provided |
| Number of References: | 41 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1128330 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1931-7913 |
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