Frequent Collaborative Quiz Taking and Conceptual Learning

Autor/in	Rezaei, Ali R.
Titel	Frequent Collaborative Quiz Taking and Conceptual Learning
Quelle	In: Active Learning in Higher Education, 16 (2015) 3, S.187-196 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787415589627
Schlagwörter	Tests; Test Wiseness; Cooperative Learning; Testing; Concept Formation; Quasiexperimental Design; Instructional Effectiveness; Student Improvement; Grading; Student Evaluation; Academic Achievement; Educational Indicators; College Students; State Universities; Methods Courses; Research Methodology; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Kooperatives Lernen; Testdurchführung; Testen; Concept learning; Begriffsbildung; Unterrichtserfolg; Notengebung; Schulnote; Studentische Bewertung; Schulleistung; Educational indicato; Bildungsindikator; Collegestudent; Staatliche Universität; Methodisch-didaktische Anleitung; Research method; Forschungsmethode; Statistische Analyse; Kalifornien
Abstract	This quasi-experimental study reports on the effectiveness of three assessment strategies for students' performance. The primary goal was to determine whether there are any improvements in students' conceptual learning when a frequent (weekly) quiz is used for grading purposes compared to using midterm and final examinations only. Another goal was to ascertain whether students perform better when they are allowed to work collaboratively on quizzes compared to students taking quizzes individually. The results showed that when the quizzes are open-book, and students have a chance to collaborate (discuss in pairs how to answer the quiz questions), they perform significantly higher in their final examinations and their final projects (an indicator of conceptual learning). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01