The impact of multiple grading scheme options on student test performance in college economics courses: empirical evidence from Taiwan

2012 ◽  
Vol 4 (2) ◽  
pp. 137-145
Author(s):  
Pei-An Liao
Keyword(s):  
Empirical Evidence ◽  
Test Performance ◽  
Student Test ◽  
Economics Courses ◽  
The Impact ◽  
Student Test Performance

scholarly journals The effects of an online program and test format on student performance

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Stephen Lippi
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Multiple Choice ◽  
Learning System ◽  
Choice Test ◽  
Test Format ◽  
Short Answer ◽  
Student Test ◽  
The Impact ◽  
Student Test Performance

The testing effect is a phenomenon that predicts increased retention of material when individuals are tested on soon-to-be-recalled information (McDaniel, Anderson, Derbish, & Morrisette, 2007). Although this effect is well documented in numerous studies, no study has looked at the impact that computer-based quizzes or online companion tools in a course can have on test performance. In addition to the use of online programs, it is important to understand whether or not the presentation of different question types can lead to increased or decreased student test performance. Although other pedagogical studies have looked at question order on student performance (Norman, 1954; Balch, 1989), none has looked at whether students exposed to questions in short answer format (testing free recall) before taking a multiple choice test (recognition memory) can lead to increased exam scores. The present study sought to understand how use of an online learning system (MindTap, Cengage) and test format order could affect final test scores. There were 5 exams (consisting of separate short answer and multiple choice sections) given to each set of Physiological Psychology students at George Mason University; each exam being worth 150 points. Results indicate that testing order (whether short-answer sections or multiple choice sections were taken first) impacts student test performance and this effect may be mediated by whether or not an online computer program is required. This research has implications for course organization and selection of test format, which may improve student performance. 

Effects of Student-Written Questions on Student Test Performance

1989 ◽  
Vol 16 (2) ◽  
pp. 77-78 ◽  
Author(s):  
Paul W. Foos
Keyword(s):  
Test Performance ◽  
Multiple Choice ◽  
Introductory Psychology Class ◽  
Multiple Choice Questions ◽  
Student Test ◽  
The Difference ◽  
Written Test ◽  
Written Questions ◽  
Better Than ◽  
Student Test Performance

Effects of student-written test questions on student test performance were examined in an Introductory Psychology class. Before each of three tests, randomly assigned students wrote essay questions, multiple-choice questions, or no questions. All tests contained essay and multiple-choice items but no questions written by students. Question writers performed significantly better than nonwriters on the first two tests; the difference on the third test was marginally significant. No differences were found between students who wrote essay and those who wrote multiple-choice questions. Question writing appears to be an effective study technique.

scholarly journals Financial Literacy Among German Students at Secondary Schools: Some Empirical Evidence from the State of Hesse

2019 ◽  
Vol 65 (4) ◽  
pp. 299-326
Author(s):  
Volker Brühl
Keyword(s):  
Secondary Schools ◽  
Empirical Evidence ◽  
Test Performance ◽  
Financial Literacy ◽  
Financial Education ◽  
The State ◽  
International Standards ◽  
Basic Knowledge ◽  
German School ◽  
The Impact

Abstract Since the financial crisis financial literacy has attracted growing interest among researchers and policy makers, as there is international empirical evidence that financial literacy is poor among both adults and students. In Germany we have almost no empirical evidence on financial literacy, especially in the case of students attending secondary schools, as financial education has not featured on German school curricula to date. Besides, Germany has not yet participated in the optional financial literacy module of PISA, which was offered for the first time in 2012. However, a lack of private pension provisioning, in spite of demographic change, and low stock ownership among German households indicate a deficit in financial knowledge and skills in this country as well. In this paper we investigate financial literacy among students aged 14 to 16 attending a secondary school in the state of Hesse. The foundation is a test designed according to international standards. The statistical analysis of the test reveals substantial deficits in key areas of financial literacy. Particular deficits could be identified in the fields of basic knowledge of financial matters and, to an even greater degree, in more advanced concepts such as risk diversification. Applying interest calculations to financial matters turned out to be problematic for many students. Furthermore, the paper analyses the impact of gender and type of school on the overall test score as well as test performance in specific tasks. The findings suggest that financial matters should be covered in some form at secondary schools. In light of the potentially far-reaching consequences of financial illiteracy for financial wellbeing, German participation in future PISA financial literacy tests seems highly advisable to gain a deeper understanding of the preliminary findings presented in this paper.

Focused Interactive Learning: A Tool for Active Class Discussion

2002 ◽  
Vol 29 (1) ◽  
pp. 10-15 ◽  
Author(s):  
Helen C. Harton ◽  
Deborah S. Richardson ◽  
Ricardo E. Barreras ◽  
Matthew J. Rockloff ◽  
Bibb Latané
Keyword(s):  
Test Performance ◽  
Interactive Learning ◽  
Student Participation ◽  
Multiple Choice ◽  
Class Discussion ◽  
Psychology Courses ◽  
Student Test ◽  
Final Answer ◽  
Active Class ◽  
Student Test Performance

Focused Interactive Learning (FIL) is a tool for teaching psychological concepts through student participation in a focused discussion with other class members. Students from 5 upper and lower level psychology courses participated in FIL exercises in which they answered several multiple-choice or opinion questions on their own and then systematically discussed each item for about 2 min with other students before giving a final answer. FIL increased student test performance, helped them get to know other students in the class, and had a small effect on students' self-reported participation and interest in psychology.

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