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1.
Four groups (N = 116) were maintained in a 4-factor analysis of covariance design to determine if more frequent, graded unit examinations followed by test feedback facilitate achievement and allow students with high-measured test anxiety to perform better on final course examinations. The testing procedures studied consisted of the administration of 168 examination items as either three or six unit exams, grading or not grading the unit exams, and providing or not providing class feedback and discussion following the examinations. Analysis of performance on two posttest measures indicated that the subjects achieved more from frequent, graded unit tests followed by feedback; however, variations of these conditions did not appear to influence the performance of the students with high-measured test anxiety.  相似文献   

2.
Growth in the use of testing to determine student eligibility for community college courses has prompted debate and litigation regarding over the equity, access, and legal implications of these practices. In California, this has resulted in state regulations requiring that community colleges provide predictive validity evidence of test-score?based inferences and course prerequisites. In addition, companion measures that supplement placement test scores must be used for placement purposes. However, for both theoretical and technical reasons the predictive validity coefficients between placement test scores and final grades or retention in a course generally demonstrate a weak relationship. The study discussed in this article examined the predictive validity of placement test scores with course grade and retention in English and mathematics courses. The investigation produced a model to explain variance in course outcomes using test scores, student background data, and instructor differences in grading practices. The model produced suggests that student dispositional characteristics explain the high proportion of variance in the dependent variables. Including instructor grading practices in the model adds significantly to the explanatory power and suggests that grading variations make accurate placement more problematic. This investigation underscores the importance of academic standards as something imposed on students by an institution and not something determined by the entering abilities of students.  相似文献   

3.
The aim of this study was to develop a reliable and valid group test that would evaluate some of the science problem-solving skills of children in grades one, two, and three. The primary grade children used in this study were from three different socio-economic areas: Area I has been described as a low-income urban section; Area II is characterized as a middle-income outlying-urban area; and Area III is a high-income suburban region. The problem-solving skills identified for use in this instrument are: (1) the ability to recognize the problem presented; (2) an understanding of science principles needed to solve the problem; (3) the ability to collect data; and (4) the ability to reason with “if-then” statements. The findings from the preliminary testing were used to clarify ambiguities in test directions and format and to calculate the difficulty and discrimination of each test item. After an item-by-item analysis of student performance, a final form of the instrument was constructed. The data from this final form was used to determine time limits, scoring procedures, test validity, reliability, and norms.  相似文献   

4.
General Certificates of Secondary Education, known as GCSEs, are organised into modules which can be assessed at the end of the course (linear route) or at different points throughout the course (modular route). This research investigates students’ performance in English and mathematics in each assessment route and the effects of certification session and re-sits on examination outcomes using data from one English awarding body.

In mathematics, modular students performed better than linear students once prior attainment was accounted for. In contrast, modular assessment in English did not always lead to better performance. In the modular routes of English, students certificating early in the course were at a disadvantage compared to those certificating at the end. However, modular mathematics students obtained significantly better results in early sessions than at the end of the course. The benefits of re-sitting seemed clear, as most students performed better on their second attempt at a module than on their first. However, this did not often lead to an improvement on the module grade.  相似文献   


5.
Abstract

A random sample of four hundred college freshman mathematics students with comparable high school mathematical preparation was selected from 1,435 students. The test group included 126 members who had not attempted a mathematics course during their last year in high school, designated as Group N, and 263 members who had received mathematical credit during their last year, designated as Group Y. Statistical treatment of data for each group indicated that the SAT mathematical aptitude scores, CEEB (Level I) mathematical achievement scores, and achievement in first-year college mathematics courses was greater for Group Y at the .01 level of confidence. The achievement comparison was based on an analysis of covariance procedure with SAT Mathematical scores, CEEB Mathematical scores, and sex of student used as adjusting variables.  相似文献   

6.
In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.  相似文献   

7.
The purpose of this study was to conduct a three-way comparison of face-to-face, online, and blended teaching modalities in an undergraduate Child Development course to determine if there were differences in student academic outcomes and course satisfaction across modalities. Student academic outcomes were measured by three examinations, one research paper assignment, and the overall course total grade. Course satisfaction was measured by administering the Student Opinion Questionnaire (SOQ) across the three teaching modalities and the Constructivist On-Line Learning Environment Survey (COLLES) to online and blended modalities. Results indicated that students performed equally well on all three examinations, research paper, and the overall course total grade across three teaching modalities, allaying traditional reservations about online and blended teaching efficacy. The SOQ and COLLES analysis found students from the three modalities were equally satisfied with their learning experiences. A Two-Factor Model identifying Face-to-Face Interaction and Learn on Demand (Flexibility) as factors determining student academic outcomes was proposed. Implications, limitations, and future research direction were discussed.  相似文献   

8.
Essay and multiple-choice scores from Advanced Placement (AP) examinations in American History, European History, English Language and Composition, and Biology were matched with freshman grades in a sample of 32 colleges. Multiple-choice scores from the American History and Biology examinations were more highly correlated with freshman grade point averages than were essay scores from the same examinations, but essay scores were essentially equivalent to multiple-choice scores in correlations with course grades in history, English, and biology. In history courses, men and women received comparable grades and had nearly equal scores on the AP essays, but the multiple-choice scores of men were nearly one half of a standard deviation higher than the scores of women.  相似文献   

9.
Performance of individual students in a tertiary level course is usually reflected in a final mark that determines their progress and transfer to higher courses. The contributions of different types of assessment to this final mark vary greatly within and between subjects in and between institutions. Performance of students in a first year course, Bioscience at the University of KwaZulu‐Natal, Pietermaritzburg (UKZN) was assessed to determine if there were any patterns emerging in the broad components that contributed to the final mark, namely the coursework, theory and practical examinations. Performance of students was compared in Bioscience 110 for the years 1995–2000 using Repeated Measures ANOVA. Students performed best in coursework. All students performed poorly in the theory examinations. In addition differential performance between students, particularly the performance of sub‐groups within the class was investigated. Of particular interest were English second language (ESL) students, and previous Science Foundation Programme (SFP) students. The latter are mainly previously disadvantaged Black students. All sub‐groups of students showed similar trends in performance in Bioscience assessment tasks and final marks. However, the SFP students' final marks were lower than the other sub‐groups, and showed a decreased performance for the same period. Most students, excluding SFP students, fell in the 50–59% category for the final Bioscience 110 marks obtained for the period 1995–2000. Theory examinations were investigated further, and were analysed in their component parts, namely multiple choice (MCQ), short questions and essay. Students performed best and consistently in MCQ. In contrast, students performed poorly in the short question and essay sections. Although the different ethnic sub‐groupings showed similar trends in performance, the SFP students showed the poorest performance. In particular, they scored lowest in the theory examinations where they performed more poorly than the other sub‐groupings in short questions and essays that require higher order cognitive skills. These patterns suggest that changes are required at the teaching, student and assessment interfaces.  相似文献   

10.
Several researchers have noted the variability among teachers in the grading of essays. Previous research has not attempted, however, to compare separate institutional settings. Because the regular English composition course at public two‐year colleges is transferable to four‐year public colleges, a comparison of the grading predilections of English faculty from both settings was undertaken. Each instructor was asked to mark and grade a set of five themes (the instrument). Means and standard deviations were determined, and ANOVA indicated the grading differences between the two settings were significant at the .05 level on all five themes and the grand total means. Though relatively consistent among themselves, community college instructors (N=19) were more than a letter grade more lenient than university instructors (N = 17) when all grades from each setting, referred to as the grand total mean, were averaged. University graders were most consistent on what they considered the two worst themes, whereas community college graders were most consistent on what they considered the two best themes. An expanded dialogue on grading criteria is recommended.  相似文献   

11.
This study investigated the appropriateness of the academic departmental level of analysis. Homogeneity of faculty members' responses to measures of organizational structure, environmental uncertainty, and task routineness was examined to determine the legitimacy of aggregating those responses to create departmental level variables. Analysis of variance suggested that the structure and environmental uncertainty subscales were measuring departmental level phenomena, but that the task routineness scales were not. Results demonstrate the importance of empirically testing, rather than assuming, levels of analysis in studies of academic departments.  相似文献   

12.
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13.
A study was conducted at a community college in northeast Alabama to determine how the format of developmental English courses impacted student withdrawal rates and final grades. The two course formats examined were online/hybrid and face-to-face courses. Data were obtained from a 4-semester time frame: fall 2012, spring 2013, summer 2013, and fall 2013. It was determined that students enrolled in the online course were far more likely to withdraw from the course or attain a nonpassing, nontransferable grade than their counterparts who chose the face-to-face course format. The researchers found similar results to larger studies at community colleges in Virginia and the state of Washington.  相似文献   

14.
This study aims to determine whether there is a relationship between students' sense of community, perceived cognitive learning, and satisfaction in an e-learning course. Additionally, the relationship of these variables with Internet self-efficacy and final examination scores is investigated. The participants were 88 students enrolled in elementary level English as a Foreign Language course of the distance education program at a higher education institution in Turkey. The results of the study suggest that sense of community and course satisfactions are strongly related to each other. Moreover, students' course satisfaction is highly related to their perceived cognitive learning. Students' perceived cognitive learning was observed to have a very strong relationship with learner-to-content interaction, while learner-to-learner interaction was at medium level and learner-to-instructor interaction was weak.  相似文献   

15.
Team-based learning (TBL) strategy is being adopted in medical education to implement interactive small group learning. We have modified classical TBL to fit our curricular needs and approach. Anatomy lectures were replaced with TBL that required preparation of assigned content specific discussion topics (in the text referred as "discussion topics"), an individual self-assessment quiz (IRAT), analysis of the discussion topics, and then the team retaking the same quiz (GRAT) for discussion and deeper learning. Embryology and clinical correlations were given as lectures. Unit examinations consisted of graded IRAT and GRAT. The National Board of Medical Examiners (NBME) Subject Examination was the comprehensive final examination. To evaluate the effect of TBL on student performance we compared the departmental and NBME subject examination scores between the traditional and TBL curricula. We collected five years of data on student performance in TBL-based anatomy and lecture-based preclinical courses. Our results show that departmental and NBME subject examination scores for TBL-based anatomy were higher than those for lecture-based anatomy. We subsequently compared average NBME scores for anatomy with those in other preclinical courses that were lecture-based. Average NBME anatomy scores were significantly higher than those for all the lecture-based preclinical courses. Since the introduction of TBL in anatomy, student performance has progressively improved in the NBME subject examination. Students perceived TBL as a motivator to be a responsible team member and to contribute to collective learning by the team. Further, it reinforced self-directed learning and fostered an appreciation for peer respect. Interestingly, these perceptions were uniform irrespective of student course performance.  相似文献   

16.
For many children around the world, access to higher education and the labour market depends on becoming fluent in a second language. In South Africa, the majority of children do not speak English as their first language but are required to undertake their final school-leaving examinations in English. Most schools offer mother-tongue instruction in the first three grades of school and then transition to English as the language of instruction in the fourth grade. Some schools use English as the language of instruction from the first grade. In recent years a number of schools have changed their policy, thus creating within-school, cross-grade variation in the language of instruction received in the early grades. Using longitudinal data from the population of South African primary schools and a fixed-effects approach, we find that mother tongue instruction in the early grades significantly improves English acquisition, as measured in grades 4, 5 and 6.  相似文献   

17.
Morehouse School of Medicine elected to restructure its first‐year medical curriculum by transitioning from a discipline‐based to an integrated program. The anatomy course, with regional dissection at its core, served as the backbone for this integration by weaving the content from prior traditional courses into the curriculum around the anatomy topics. There were four primary goals for this restructuring process. Goal 1: develop new integrated courses. Course boundaries were established at locations where logical breaks in anatomy content occurred. Four new courses were created, each containing integrated subject content. Goal 2: establish a curriculum management team. The team consisted of course directors, subject specialists, and a curriculum director. This team worked together to efficiently manage the new curriculum. Goal 3: launch contemporary examination and question banking methods. An electronic system, in which images could be included, was implemented for examinations and quizzes, and for storing and refining questions. Goal 4: ensure equitable distribution of standardized examinations and course grading systems among all courses. Assessments included quizzes, in‐course examinations, and National Board of Medical Examiners® (NBME®) Subject Examinations. A standard plan assigned the contribution of each to the final course grade. Significant improvement was seen on subject examinations. Once the obstacles and challenges of integration were overcome, a robust and efficient education program was developed. The curriculum is expected to continue evolving and improving, while retaining full regional dissection as a core element. Anat Sci Educ 10: 262–275. © 2016 American Association of Anatomists.  相似文献   

18.
ABSTRACT This study focuses on measuring levels of anxiety experienced by 11‐year‐olds in their last year at primary school and aims to investigate the effect of anxiety on pupils’ performance in eleven‐plus tests. The Taylor Manifest Anxiety Test was used to determine individual levels of anxiety amongst a Year 6 cohort. Their final test scores in the eleven‐plus examination were used as a measure of their overall performance. Correlations were carried out to see if there was any link between levels of anxiety and performance in eleven‐plus for the group as a whole and in terms of gender. There appeared to be no significant link between levels of high anxiety and poor exam performance. However, although there seemed to be no apparent correlation, highly anxious boys performed well in the eleven‐plus examination, as did highly anxious girls.  相似文献   

19.
The response to intervention (RTI) of English language learners identified as at risk for reading difficulties in the fall of first grade was examined at the end of first grade and at the end of second grade. Students at risk for reading problems were randomly assigned to intervention or control groups. Intervention students received supplemental reading intervention daily for 50 minutes in small groups from October to April. Students in the comparison condition received the school's existing instructional program for struggling readers. Criteria were established to determine adequate RTI at the end of first grade and at the end of second grade. The results indicated that more students who participated in the first-grade intervention in either Spanish or English met the established RTI standards than students who did not, and this finding was maintained through the end of second grade.  相似文献   

20.
This study explores the relationship between different types of prior knowledge and student achievement in an introductory chemistry course. Student achievement was regarded as the pace of completing the course as well as the final grade. A model of prior knowledge is proposed; this distinguishes between different types of prior knowledge and suggests how different types of prior knowledge should be assessed. The participants were 193 chemistry students from the University of Helsinki. Their prior knowledge was assessed with a questionnaire based on the prior knowledge model. The results indicate that the quality of prior knowledge is clearly reflected in the pace of completing the course and in the tendency to drop out of the course. Students who had deeper‐level prior knowledge were more likely to complete the course in the pre‐scheduled time and to get higher final grades, whereas students who performed lower in the prior knowledge test were more likely to either drop out or did not complete the course in pre‐scheduled time. The study implies that making a distinction between different types of prior knowledge is a potential way to identify students who are in need of more support.  相似文献   

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