Supporting Student Learning: Improving Performance on Short-Essay Exams Using Realistic Practice Opportunities

Autor/inn/en	Dotson, Wesley H.; Sheldon, Jan B.; Sherman, James A.
Titel	Supporting Student Learning: Improving Performance on Short-Essay Exams Using Realistic Practice Opportunities
Quelle	In: Journal of the Scholarship of Teaching and Learning, 10 (2010) 3, S.106-118 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Student Evaluation; Essays; Evaluation Methods; Novelty (Stimulus Dimension); Generalization; Tests; Drills (Practice); Program Effectiveness; Comprehension; Undergraduate Students; Test Wiseness + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Essay; Aufsatzunterricht; Examination; Prüfung; Examen; Verstehen; Verständnis
Abstract	The present manuscript reports an attempt to support students in learning to apply knowledge from class to novel situations on course exams. Students took short-essay exams at the end of each unit. Students were offered two practice opportunities during each unit: answering practice questions and participating in a mock exam study session. On average, exam performance improved when students completed more practice questions accurately and when they took mock exams. The improved performance suggests that efforts to support student learning succeeded in helping them develop a deeper, application-based understanding of course materials. (Contains 2 tables and 3 figures.) (As Provided).
Anmerkungen	Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10