Literaturnachweis - Detailanzeige
| Autor/in | Azorlosa, Julian L. |
|---|---|
| Titel | The Effect of Announced Quizzes on Exam Performance: Quiz Content |
| Quelle | In: Journal of Instructional Psychology, 39 (2012) 1, S.12-16 (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0094-1956 |
| Schlagwörter | Multiple Choice Tests; Educational Strategies; Psychology; Textbooks; Grade Point Average; Scores; College Credits; Test Results |
| Abstract | I administered quizzes to two sections of a course named "The Psychology of Learning." There were three multiple choice exams during the semester. Quizzes were given between exam 1 and exam 2. For one section, (lecture) quizzes occurred after the material had been covered in lecture. For the other section, quizzes were based on material not yet covered in lecture (textbook). Both sections received a total of 8 quizzes which were identical. The rational for this study was that the textbook section would have to read the book on a regular basis thereby improving exam 2 performance. Both sections were academically the same in on such measures as overall G.P.A.s, hours already taken and credits taken that semester. No differences were found between the exam 2 scores in the 2 sections. In addition, both sections performed equally on the quizzes. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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