Cumulative Exams in the Introductory Psychology Course

Autor/in	Lawrence, Natalie K.
Titel	Cumulative Exams in the Introductory Psychology Course
Quelle	In: Teaching of Psychology, 40 (2013) 1, S.15-19 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628312465858
Schlagwörter	Tests; Psychology; Introductory Courses; Retention (Psychology); Scores; Formative Evaluation; Summative Evaluation; Undergraduate Students; Student Attitudes; Study Habits; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Psychologie; Einführungskurs; Merkfähigkeit; Schülerverhalten; Study behavior; Study behaviour; Studienverhalten; Notenspiegel
Abstract	Many teachers require their students to take cumulative exams, but there are surprisingly few studies that examine the benefits of such exams. The purpose of this study was to determine whether introductory psychology students who take cumulative exams throughout the semester would have better long-term retention than students who take a cumulative final exam after a series of unit (i.e., noncumulative) exams. As expected, the students who took cumulative exams throughout the semester did better on the cumulative portion of the final exam. This main effect evolved into an interaction on a follow-up test administered 2 months after the course ended. The long-term retention of good students was unaffected by the type of exams they took. However, low-scoring students remembered more of the course material when they took cumulative exams throughout the semester. (Contains 3 notes and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10