Embedded Formative E-Assessment: Who Benefits, Who Falters

Autor/in	Johnson-Glenberg, Mina C.
Titel	Embedded Formative E-Assessment: Who Benefits, Who Falters
Quelle	In: Educational Media International, 47 (2010) 2, S.153-171 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3987
Schlagwörter	Electronic Learning; Prior Learning; Testing; Adult Learning; Tutors; Hypothesis Testing; Cognitive Processes; Difficulty Level; Formative Evaluation; Expertise; Correlation; Computer Assisted Instruction; Computer Software; Tutoring; Tutor Training; Tutorial Programs; Volunteers; Volunteer Training; Adults; Training Methods; Reading Instruction; Middle School Students; Computer Assisted Testing; Instructional Design; Instructional Effectiveness; Pretests Posttests; Wisconsin + Suchen Sie Ihr Suchwort? Vorkenntnisse; Testdurchführung; Testen; Adulte education; Adult training; Erwachsenenbildung; Förderlehrer; Lehrender; Tutor; Hypothesenprüfung; Hypothesentest; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Expert appraisal; Korrelation; Computer based training; Computerunterstützter Unterricht; Förderkonzept; Nachhilfeunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Freiwilliger; Freiwilliges Betriebspraktikum; Didaktik; Trainingsmaßnahme; Leseunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg
Abstract	This research examined the impact of formative quizzes on e-learning designed to teach volunteers how to tutor struggling readers. Three research questions were addressed: (1) Do embedded quizzes facilitate learning of e-content? (2) Does the announcement of upcoming quizzes affect learning? (3) Does prior knowledge interact with quizzing and learning? Participants (n=178) were randomly assigned to condition: (1) no warning, no quiz (control), (2) no warning, quiz, and (3) warning, quiz. Users demonstrated significant learning gains. A predicted main effect for quiz warning was not supported. However, the effect of quizzes on learning was significantly moderated by the amount of prior experience. Low experience tutors learned significantly more when quizzes were embedded compared with expert tutors--a classic expertise reversal effect. A new neurocognitive interpretation for this effect is presented, as well as a call for more "stealthy" assessments that take into account novelty and the learner's zone of proximal development. (Contains 4 figures, 4 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10