The Effects of Framing Grades on Student Learning and Preferences

2012 ◽  
Vol 39 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Nicole J. Bies-Hernandez
Keyword(s):  
Decision Making ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Framing Effect ◽  
Grading System ◽  
Grading Systems ◽  
Course Syllabi ◽  
System Experiment ◽  
Psychology Courses ◽  
Psychology Course

Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect with more negative impressions of the loss grading system. Experiment 2 demonstrated that framing a grading system in terms of losses negatively influenced learning in actual psychology courses, as this group earned lower grades. This study has potential implications for decision-making theories in cognitive psychology as well as for teaching psychological courses.

scholarly journals Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Kevin L Kenney ◽  
Heather Bailey
Keyword(s):  
College Students ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Student Performance ◽  
Retrieval Practice ◽  
Final Exam ◽  
Psychology Course ◽  
Improve Student Learning

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work such that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.

scholarly journals The Effect of Specifications Grading on Students’ Learning and Attitudes in an Undergraduate-Level Cell Biology Course

2021 ◽  
Author(s):  
Shoshana D. Katzman ◽  
Jennifer Hurst-Kennedy ◽  
Alessandra Barrera ◽  
Jennell Talley ◽  
Elisabeth Javazon ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Cell Biology ◽  
Individual Learning ◽  
Grading System ◽  
Traditional Grading ◽  
Undergraduate Level ◽  
Final Grade ◽  
Grading Systems

Specifications (specs) grading is a grading system in which mastery of specific educational outcomes is the basis for the final grade a student earns in the course. Implementation of the types of assessments used for specs grading has shown to be beneficial for student learning and motivation compared to traditional grading systems. We designed a specs grading strategy in an undergraduate Cell Biology course, creating 20 individual learning outcomes (LOs).

An alternative interpretation of framing effect in decision making

1991 ◽  
Author(s):  
Jerwen Jou ◽  
James Shanteau ◽  
Richard Jackson Harris
Keyword(s):  
Decision Making ◽  
Framing Effect ◽  
Alternative Interpretation

Would you Make the Right Decision? – Decision Making Biases in Economy - Related Dilemmas

2018 ◽  
Vol 9 (1) ◽  
pp. 59-66
Author(s):  
Zsuzsanna Gödör ◽  
Georgina Szabó
Keyword(s):  
Decision Making ◽  
Online Survey ◽  
Framing Effect ◽  
Economic Knowledge ◽  
Bank Account ◽  
Financial Decisions ◽  
Hungarian Population ◽  
The Moment ◽  
The Right ◽  
Decision Making Biases

Abstract As they say, money can’t buy happiness. However, the lack of it can make people’s lives much harder. From the moment we open our first bank account, we have to make lots of financial decisions in our life. Should I save some money or should I spend it? Is it a good idea to ask for a loan? How to invest my money? When we make such decisions, unfortunately we sometimes make mistakes, too. In this study, we selected seven common decision making biases - anchoring and adjustment, overconfidence, high optimism, the law of small numbers, framing effect, disposition effect and gambler’s fallacy – and tested them on the Hungarian population via an online survey. In the focus of our study was the question whether the presence of economic knowledge helps people make better decisions? The decision making biases found in literature mostly appeared in the sample as well. It proves that people do apply them when making decisions and in certain cases this could result in serious and costly errors. That’s why it would be absolutely important for people to learn about them, thus increasing their awareness and attention when making decisions. Furthermore, in our research we did find some connection between decisions and the knowledge of economics, people with some knowledge of economics opted for the better solution in bigger proportion

Is the Deductive Falsification Approach a Better Basis for Clinical Trial Appraisal?

2019 ◽  
Vol 14 (3) ◽  
pp. 224-228
Author(s):  
Steffen Mickenautsch
Keyword(s):  
Clinical Trial ◽  
Decision Making ◽  
Empirical Evidence ◽  
Clinical Decision Making ◽  
Inductive Reasoning ◽  
Clinical Decision ◽  
Future Trial ◽  
Grading Systems ◽  
Component Scores ◽  
Current Clinical Trial

Background: Inductive reasoning relies on an infinite regress without sufficient factual basis and verification is at any time vulnerable to single contrary observation. Thus, appraisal based on inductive verification, as applied in current clinical trial appraisal scales, checklists or grading systems, cannot prove or justify trial validity. Discussion: Trial appraisal based on deductive falsification can identify invalid trials and give evidence for the recommendation to exclude these from clinical decision-making. Such appraisal remains agnostic towards corroborated trials that pass all appraisal criteria. The results of corroborated trials cannot be considered more robust than falsified trials since nothing within a particular set of complied trial criteria can give certainty for trial compliance with any other appraisal criterion in future. A corroborated trial may or may not reflect therapeutic truth and may thus be the basis for clinical guidance, pending results of any future trial re-appraisal. Conclusion: Trial grading following appraisal based on deductive falsification should be binary (0 = Invalid or 1 = Unclear) and single component scores should be multiplied. Appraisal criteria for the judgment of trial characteristics require a clear rationale, quantification of such rationale and empirical evidence concerning the effect of trial characteristics on trial results.

The effects of optimism on self-framing and risky decision making

2020 ◽  
Vol 48 (10) ◽  
pp. 1-9
Author(s):  
Ran Zhang ◽  
Luming Zhao ◽  
Lin Wu ◽  
Hongxu Chen ◽  
Gaoxing Zhou ◽  
...  
Keyword(s):  
Decision Making ◽  
Framing Effect ◽  
Risky Decision Making ◽  
Risky Decision ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Risk Seeking ◽  
Behavioral Decision Making ◽  
Behavioral Decision ◽  
Orientation Test

The framing effect is a key topic that has been insufficiently studied in research on behavioral decision making. In our study we explored the effects of optimism on self-framing and risky decision making. Participants were 416 undergraduates who responded to the Life Orientation Test and a self-framing test based on the Asian disease problem. The results demonstrate that, compared with people low in optimism, highly optimistic individuals tended to use more positive words to describe problems, generate more positive frames, and choose more risky options. There was also a significant self-framing effect: Participants with a negative frame tended to be risk-seeking, whereas those with a positive frame tended to avoid risks. Additionally, selfframing suppressed the effect of optimism on risky decision making. We can conclude that optimism has significant effects on self-framing and risky decision making.

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre
Keyword(s):  
Mental Illness ◽  
Undergraduate Students ◽  
Psychological Disorders ◽  
Mental Illness Stigma ◽  
Assessment Practices ◽  
Abnormal Psychology ◽  
Assessment Approach ◽  
Psychology Courses ◽  
Psychology Course ◽  
The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

Errors in Surgical Neuropathology and the Influence of Cognitive Biases: The Psychology of Intelligence Analysis

2006 ◽  
Vol 130 (5) ◽  
pp. 613-616 ◽  
Author(s):  
Roger E. McLendon
Keyword(s):  
Decision Making ◽  
Cognitive Psychology ◽  
Medical Decision Making ◽  
Cognitive Biases ◽  
Correct Diagnosis ◽  
Data Sources ◽  
Medical Decision ◽  
Intelligence Analysis ◽  
First Impression ◽  
Decision Making Processes

Abstract Context.—A significant difficulty that pathologists encounter in arriving at a correct diagnosis is related to the way information from various sources is processed and assimilated in context. Objective.—These issues are addressed by the science of cognitive psychology. Although cognitive biases are the focus of a number of studies on medical decision making, few if any focus on the visual sciences. Data Sources.—A recent publication authored by Richards Heuer, Jr, The Psychology of Intelligence Analysis, directly addresses many of the cognitive biases faced by neuropathologists and anatomic pathologists in general. These biases include visual anticipation, first impression, and established mindsets and subconsciously influence our critical decision-making processes. Conclusions.—The book points out that while biases are an inherent property of cognition, the influence of such biases can be recognized and the effects blunted.

Comparative Value of Facial Nerve Grading Systems

1997 ◽  
Vol 117 (4) ◽  
pp. 322-325 ◽  
Author(s):  
Jürg Rickenmann ◽  
Claude Jaquenod ◽  
D. Cerenko ◽  
Ugo Fisch
Keyword(s):  
Confidence Interval ◽  
Facial Palsy ◽  
Interobserver Variability ◽  
High Reliability ◽  
Grading System ◽  
Global Evaluation ◽  
Grading Systems ◽  
Detailed Evaluation ◽  
Overall Evaluation ◽  
The Mean

The Fisch Detailed Evaluation of Facial Symmetry (DEFS) and House-Brackmann grading system (HBGS) were compared by statistical examination for their reliability and interob-server variability. Furthermore, the correlation and agreement with a standard global evaluation were compared. Therefore 47 patients with facial palsy of different cause have been evaluated with the two systems, and the global overall evaluation was done by five otolaryngologists familiar with facial palsy. The DEFS showed a high reliability of 0.93 compared with a reliability of 0.77 with the HBGS (international standard requires a reliability of at least 0.8). The mean interobserver variability is 5.24% (SD = 3.2%) with the DEFS and 9.26% (SD = 5.0%) with the HBGS; with a confidence interval of 95%, it is 11.6% and 19.26%. The correlation of both gradings with the global evaluation was high, with r = 0.98 and r = 0.97. The DEFS shows an excellent agreement with the global overall evaluation in 41 (87%) of 47 cases and the HBGS in 32 (66%) of 47 cases.

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