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Two-Stage Collaborative Exams Have Little Impact on Subsequent Exam Performance in Undergraduate Mathematics
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Kinnear, George – International Journal of Research in Undergraduate Mathematics Education, 2021
In this paper, I investigate whether two-stage exams aid learning in undergraduate mathematics, as measured by students' performance on subsequent exams. In a two-stage exam, students complete the exam individually then form into groups to solve it again, with grades based on a combination of the two stages. Previous research in other disciplines…
Descriptors: Undergraduate Students, Mathematics Instruction, Pretests Posttests, Mathematics Tests
Relationships between the Way Students Are Assessed in Science Classrooms and Science Achievement across Canada
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Chu, Man-Wai; Fung, Karen – Research in Science Education, 2020
Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is…
Descriptors: Student Evaluation, Science Achievement, Foreign Countries, Test Format
Using Digital Running Records to Analyze Reading Behaviors and Miscue Patterns
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Wang, Ling – Journal of Educational Multimedia and Hypermedia, 2021
Running records is an important reading assessment for diagnosing early readers' needs in diverse instructional settings across grade levels. This study develops an innovative app to help teachers administer running records assessment and investigates teachers' perceptions of its functionality and usability in practical classrooms. The app offers…
Descriptors: Miscue Analysis, Reading Comprehension, Reading Tests, Computer Software
When the Type of Assessment Counteracts Teaching for Understanding
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Leber, Jasmin; Renkl, Alexander; Nückles, Matthias; Wäschle, Kristin – Learning: Research and Practice, 2018
According to the model of constructive alignment, learners adjust their learning strategies to the announced assessment (backwash effect). Hence, when teaching for understanding, the assessment method should be aligned with this teaching goal to ensure that learners engage in corresponding learning strategies. A quasi-experimental field study with…
Descriptors: Learning Strategies, Testing Problems, Educational Objectives, Learning Motivation
Developing and Evaluating a Paper-and-Pencil Test to Assess Components of Physics Teachers' Pedagogical Content Knowledge
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Kirschner, Sophie; Borowski, Andreas; Fischer, Hans E.; Gess-Newsome, Julie; von Aufschnaiter, Claudia – International Journal of Science Education, 2016
Teachers' professional knowledge is assumed to be a key variable for effective teaching. As teacher education has the goal to enhance professional knowledge of current and future teachers, this knowledge should be described and assessed. Nevertheless, only a limited number of studies quantitatively measures physics teachers' professional…
Descriptors: Evaluation Methods, Tests, Test Format, Science Instruction
A Meta-Analysis of National Research: Effects of Teaching Strategies on Student Achievement in Science in the United States
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Schroeder, Carolyn M.; Scott, Timothy P.; Tolson, Homer; Huang, Tse-Yang; Lee, Yi-Hsuan – Journal of Research in Science Teaching, 2007
This project consisted of a meta-analysis of U.S. research published from 1980 to 2004 on the effect of specific science teaching strategies on student achievement. The six phases of the project included study acquisition, study coding, determination of intercoder objectivity, establishing criteria for inclusion of studies, computation of effect…
Descriptors: Test Format, Test Content, Academic Achievement, Meta Analysis