Effect of self-assessment on test scores: student perceptions

2010 ◽  
Vol 34 (3) ◽  
pp. 134-136 ◽  
Author(s):  
Beatriz U. Ramirez
Keyword(s):  
Student Perceptions ◽  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Sudden Increase ◽  
Multiple Choice Test ◽  
Final Test ◽  
Self Assessment ◽  
The Individual ◽  
Relevant Factors

After a sudden increase in most of the individual grades in a multiple-choice test, students were asked to rank the three most relevant factors responsible for this outcome. Among eight others, the availability of a test for self-assessment before the final test was by far the most frequently mentioned (82.4% of the students). Questions applied during different course activities did not have the same effect on student scores as the “online” self-assessment test.

Classroom Learning as a Function of Method of Presenting Instructional Materials

1966 ◽  
Vol 19 (3) ◽  
pp. 971-977 ◽  
Author(s):  
E. Vaughn Gulo ◽  
M. R. Nigro
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Instructional Materials ◽  
Choice Test ◽  
Television Instruction ◽  
Multiple Choice Test ◽  
Classroom Learning

In two experiments the efficiencies of programmed, television, and conventional textbook instruction were compared. Ss were randomly assigned to a group which worked through a standard programmed text; one which read the same material in conventional textbook form; one which listened to and saw a verbatim video-taped lecture of the programmed material. A 30-item multiple-choice test was administered immediately following instruction (Exps. I and II; Ns = 160, 134) or 1 wk. later (Exp. II). The results indicate that Ss who simply read the material in conventional textbook format only tended to have higher criterion test scores than Ss in either the programmed or television instruction groups. The results were, therefore, interpreted as consistent with the contention often made that differences in effectiveness of various methods of instruction are negligible, or at best, slight.

The Effect of Repetition on Multiple Choice Test Scores.

1945 ◽  
pp. 190-194
Author(s):  
M. R. Harrower-Erickson ◽  
M. E. Steiner
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Effects of Specific Cueing on Multiple-Choice Test Performance

1979 ◽  
Vol 44 (3_suppl) ◽  
pp. 1051-1054
Author(s):  
Bruce R. Dunn
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Ecological Validity ◽  
Multiple Choice ◽  
Past Research ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Test Items ◽  
Class Presentation ◽  
Related Test

Past research has shown that grouping related multiple-choice test items together does not increase students' performance on power tests, even when those groupings are sequenced in the order of class presentation. The present research examined the hypothesis, derived from the cue-dependent forgetting hypothesis, that grouping of related test items does not improve test performance because grouping per se is not a sufficiently powerful retrieval cue. Two experiments were conducted to determine whether specific cueing (placing author headings and subheadings above related blocks of test items) increased students' test scores. Results for both were negative; specific cueing did not significantly increase mean test scores. The ecological validity of the cue-dependent hypothesis was questioned.

Measuring the Appropriateness of Multiple-Choice Test Scores

1979 ◽  
Vol 4 (4) ◽  
pp. 269 ◽  
Author(s):  
Michael V. Levine ◽  
Donald B. Rubin
Keyword(s):  
Test Scores ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Test

Teaching with Symbols Tangentially Related to Topic: Using a Linked Multimedia Approach to Enhance Learning

2001 ◽  
Vol 88 (2) ◽  
pp. 403-409 ◽  
Author(s):  
A. James Giannini ◽  
Rachel K. Bowman ◽  
Juliette N. Giannini ◽  
Jocelyn D. Giannini
Keyword(s):  
Undergraduate Students ◽  
Test Scores ◽  
Visual Art ◽  
Multiple Choice ◽  
Medieval Literature ◽  
The Other ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Student Group ◽  
Course Content

40 undergraduate students, none of whom were history or literature majors, attended a lecture on Medieval literature. For half the students the lecture was supplemented by two sets of slides. One set summarized course content while the second set contained slides of paintings or other forms of visual art which were only tangentially related to the topic. For the other half of the student-group, the lecture was supplemented by course content slides only. Students viewing symbolic slides had significantly higher test scores on a written 20-question multiple-choice test given immediately after the lecture.

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