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| Autor/in | Drouin, Michelle A. |
|---|---|
| Titel | Group-Based Formative Summative Assessment Relates to Improved Student Performance and Satisfaction |
| Quelle | In: Teaching of Psychology, 37 (2010) 2, S.114-118 (5 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0098-6283 |
| Schlagwörter | Group Activities; Cooperative Learning; Tests; Evaluation Methods; Student Attitudes; Undergraduate Students; Developmental Psychology; Pretests Posttests; Universities; Surveys; Teaching Methods; College Faculty |
| Abstract | In this study, I examined the effectiveness of a group exam review activity on students' long-term retention of concepts and satisfaction. As part of a formative summative assessment activity (FSA; Wininger, 2005), students worked either individually or collaboratively on an exam review activity in the class periods following the 2 unit exams. Students indicated that both activities were useful and enjoyable; however, the group activity had a more positive effect on retention of concepts and student satisfaction. At the 5-week posttest, students who completed the group activity scored 10% higher (on average) than their original exam scores, whereas the students who completed the individual activity scored only 1.2% higher. I discuss these results with regard to a multidimensional FSA framework. (Contains 1 table and 2 footnotes.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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