WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review

Institution	What Works Clearinghouse (ED)
Titel	WWC Review of the Report "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps." What Works Clearinghouse Single Study Review
Quelle	(2014), (4 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Large Group Instruction; Class Size; Student Evaluation; Computer Assisted Testing; Educational Technology; College Students; Introductory Courses; Comparative Analysis; Tests; Feedback (Response); Grade Point Average; Psychology; Program Effectiveness; Parent Background; Educational Attainment; Achievement Gap; Grades (Scholastic); Texas + Suchen Sie Ihr Suchwort? Klassengröße; Schulnote; Studentische Bewertung; Unterrichtsmedien; Collegestudent; Einführungskurs; Examination; Prüfung; Examen; Psychologie; Elternhaus; Bildungsabschluss; Bildungsgut; Notenspiegel
Abstract	The 2013 study, "Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps," examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found that students who received daily online testing and immediate feedback on their performance earned higher grades than comparison group students during both the fall semester and the subsequent spring semester. Students were not randomly assigned to the intervention and comparison groups, however, and the two groups were not shown to be equivalent at baseline on any of the outcome variables in this study. Therefore, the research does not meet What Works Clearinghouse (WWC) group design standards. A glossary of terms is included. [The following study is the focus of this "Single Study Review": Pennebaker, J. W., Gosling, S. D., & Ferrell, J. D. (2013). "Daily online testing in large classes: Boosting college performance while reducing achievement gaps." "PLoS ONE," 8(11), e79774. doi:10.1371/journal.pone.0079774.] (As Provided).
Anmerkungen	What Works Clearinghouse. 550 12th Street SW, Washington, DC 20024; e-mail: contact.WWC@ed.gov; Web site: https://whatworks.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06