Ungraded Pop Quizzes: Test-Enhanced Learning without All the Anxiety

Autor/in	Khanna, Maya M.
Titel	Ungraded Pop Quizzes: Test-Enhanced Learning without All the Anxiety
Quelle	In: Teaching of Psychology, 42 (2015) 2, S.174-178 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628315573144
Schlagwörter	Test Anxiety; Tests; Scores; Introductory Courses; Psychology; Undergraduate Students; Student Surveys; Grading; Nongraded Student Evaluation; Student Attitudes + Suchen Sie Ihr Suchwort? Examination phobia; Testangst; Prüfungsangst; Examination; Prüfung; Examen; Einführungskurs; Psychologie; Schülerbefragung; Notengebung; Schulnote; Schülerverhalten
Abstract	In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the inclusion of quizzes in the course. Students taking ungraded pop quizzes outperformed students taking graded pop quizzes and students taking no quizzes on the final exam. Students taking ungraded pop quizzes felt positive about having quizzes in their classes. The current findings have implications for research on the mitigating impact of anxiety on test-enhanced learning and on pedagogical strategy selection for educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01