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Direct linkLaverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary – Physics Teacher, 2012
It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments…
Descriptors: Cheating, Homework, Guessing (Tests), Formative Evaluation
