A Method to the Midterms: The Impact of a Second Midterm on Students' Learning Outcomes

Autor/inn/en	Keus, Kelly; Grunwald, Jamie; Haave, Neil
Titel	A Method to the Midterms: The Impact of a Second Midterm on Students' Learning Outcomes
Quelle	In: Bioscene: Journal of College Biology Teaching, 45 (2019) 1, S.3-8 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-2422
Schlagwörter	Tests; Outcomes of Education; Student Evaluation; Scores; Low Achievement; High Achievement; Incidence; College Science; College Freshmen; College Students; Undergraduate Students; Retention (Psychology); Science Achievement + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Unterdurchschnittliche Leistung; Vorkommen; Studienanfänger; Collegestudent; Merkfähigkeit
Abstract	Midterm exams are a multi-use tool, providing evaluation of students for professors but also acting as a learning tool for students. Midterms may improve learning outcomes by contributing to the testing effect: the phenomenon in which retrieval of learned material (i.e., testing) produces improvements in long-term retention beyond those produced through additional rehearsal or re-exposure (i.e., studying or re-reading). Additionally, increased frequency of testing may impact student behaviors and attitudes (e.g., spaced practice, self-efficacy), increase the testing effect, or impact both, which ultimately improves learning outcomes. This study considered the differential impact of one versus two midterm exams on students' exam difference scores (final exam score minus first midterm exam score). We also considered whether two midterm exams differentially impacted low- and high-achieving students. Results suggest that two midterm exams benefit freshmen but not junior students. (As Provided).
Anmerkungen	Association of College and Biology Educators. Web site: http://acube.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01