scholarly journals Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

2006 ◽  
Vol 5 (3) ◽  
pp. 270-280 ◽  
Author(s):  
Elizabeth Kitchen ◽  
Summer H. King ◽  
Diane F. Robison ◽  
Richard R. Sudweeks ◽  
William S. Bradshaw ◽  
...  
Keyword(s):  
Student Performance ◽  
Performance Feedback ◽  
Cell Biology ◽  
Scientific Reasoning ◽  
Data Interpretation ◽  
Final Exam ◽  
Letter Grades ◽  
Design Changes ◽  
Using Data ◽  
The Impact

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

The Impact of Customer Loyalty and Restaurant Sanitation Grades on Revisit Intention and the Importance of Narrative Information: The Case of New York Restaurant Sanitation Grading System

2017 ◽  
Vol 59 (3) ◽  
pp. 275-284 ◽  
Author(s):  
Min Gyung Kim ◽  
Hyunjoo Yang ◽  
Anna S. Mattila
Keyword(s):  
New York ◽  
New York City ◽  
Customer Loyalty ◽  
York City ◽  
Letter Grades ◽  
The Difference ◽  
Revisit Intentions ◽  
Using Data ◽  
The Impact ◽  
Loyal Customers

New York City launched a restaurant sanitation letter grade system in 2010. We evaluate the impact of customer loyalty on restaurant revisit intentions after exposure to a sanitation grade alone, and after exposure to a sanitation grade plus narrative information about sanitation violations (e.g., presence of rats). We use a 2 (loyalty: high or low) × 4 (sanitation grade: A, B, C, or pending) between-subjects full factorial design to test the hypotheses using data from 547 participants recruited from Amazon MTurk who reside in the New York City area. Our study yields three findings. First, loyal customers exhibit higher intentions to revisit restaurants than non-loyal customers, regardless of sanitation letter grades. Second, the difference in revisit intentions between loyal and non-loyal customers is higher when sanitation grades are poorer. Finally, loyal customers are less sensitive to narrative information about sanitation violations.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics

2018 ◽  
Vol 96 (4) ◽  
pp. 411-419 ◽  
Author(s):  
Nafis I. Karim ◽  
Alexandru Maries ◽  
Chandralekha Singh
Keyword(s):  
Student Performance ◽  
Physics Education ◽  
Introductory Physics ◽  
Evidence Based ◽  
Active Engagement ◽  
Final Exam ◽  
Physics Courses ◽  
Engagement Strategies ◽  
Significant Difference ◽  
The Impact

We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses that make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrollment and often had 100–200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two-semester sequences of introductory algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism, respectively. In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (i) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations, and final exams were kept the same; (ii) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, we find that students in courses that make significant use of active-engagement strategies, on average, outperformed students in courses using primarily LB instruction of the same type on conceptual surveys even though there was no statistically significant difference on the pretest before instruction. We also discuss correlation between the performance on the validated conceptual surveys and the final exam, which typically placed a heavy weight on quantitative problem solving.

scholarly journals Implementing Concept-based Learning in a Large Undergraduate Classroom

2008 ◽  
Vol 7 (2) ◽  
pp. 243-253 ◽  
Author(s):  
David Morse ◽  
France Jutras
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Cell Biology ◽  
Concept Maps ◽  
First Year ◽  
Final Exam ◽  
Course Material ◽  
The Individual ◽  
Student Problem

An experiment explicitly introducing learning strategies to a large, first-year undergraduate cell biology course was undertaken to see whether awareness and use of strategies had a measurable impact on student performance. The construction of concept maps was selected as the strategy to be introduced because of an inherent coherence with a course structured by concepts. Data were collected over three different semesters of an introductory cell biology course, all teaching similar course material with the same professor and all evaluated using similar examinations. The first group, used as a control, did not construct concept maps, the second group constructed individual concept maps, and the third group first constructed individual maps then validated their maps in small teams to provide peer feedback about the individual maps. Assessment of the experiment involved student performance on the final exam, anonymous polls of student perceptions, failure rate, and retention of information at the start of the following year. The main conclusion drawn is that concept maps without feedback have no significant effect on student performance, whereas concept maps with feedback produced a measurable increase in student problem-solving performance and a decrease in failure rates.

scholarly journals A Deliberate Practice Approach to Teaching Phylogenetic Analysis

2013 ◽  
Vol 12 (4) ◽  
pp. 676-686 ◽  
Author(s):  
F. Collin Hobbs ◽  
Daniel J. Johnson ◽  
Katherine D. Kearns
Keyword(s):  
Phylogenetic Analysis ◽  
Postsecondary Education ◽  
Student Performance ◽  
Phylogenetic Trees ◽  
Deliberate Practice ◽  
Student Experiences ◽  
Plant Systematics ◽  
Final Exam ◽  
Tree Construction ◽  
The Impact

One goal of postsecondary education is to assist students in developing expert-level understanding. Previous attempts to encourage expert-level understanding of phylogenetic analysis in college science classrooms have largely focused on isolated, or “one-shot,” in-class activities. Using a deliberate practice instructional approach, we designed a set of five assignments for a 300-level plant systematics course that incrementally introduces the concepts and skills used in phylogenetic analysis. In our assignments, students learned the process of constructing phylogenetic trees through a series of increasingly difficult tasks; thus, skill development served as a framework for building content knowledge. We present results from 5 yr of final exam scores, pre- and postconcept assessments, and student surveys to assess the impact of our new pedagogical materials on student performance related to constructing and interpreting phylogenetic trees. Students improved in their ability to interpret relationships within trees and improved in several aspects related to between-tree comparisons and tree construction skills. Student feedback indicated that most students believed our approach prepared them to engage in tree construction and gave them confidence in their abilities. Overall, our data confirm that instructional approaches implementing deliberate practice address student misconceptions, improve student experiences, and foster deeper understanding of difficult scientific concepts.

Empirical evidence of deep learning in learning communities

2018 ◽  
Vol 10 (3) ◽  
pp. 311-321
Author(s):  
Kara Smith ◽  
Robin Lovgren
Keyword(s):  
Deep Learning ◽  
Learning Communities ◽  
Empirical Evidence ◽  
Student Performance ◽  
Multivariate Regression Analysis ◽  
Individual Student ◽  
Final Exam ◽  
Data Set ◽  
Content Type ◽  
The Impact

PurposeThe purpose of this paper is to investigate whether learning communities (LCs), defined as a cohort of students jointly enrolled in two distinct courses, increase “deep learning” in either or both courses. This study focuses on the impact of learning communities in quantitative courses.Design/methodology/approachThe hypothesis is tested using a unique data set including individual student performance and characteristics collected from students enrolled in an LC of Principles of Microeconomics and Elementary Statistics. The sample also includes students enrolled in each course separately which allows for testing between groups. The final exam in each course contained questions designed specifically to test deep learning. The design facilitates the use of multivariate regression analysis to examine the correlation between learning in communities and deep learning, holding constant other possible elements of student success.FindingsDespite perceptions among the sample student population that learning increases in both courses as a result of the LC format, the empirical evidence does not reveal any statistically significant increase in deep learning as a result of learning in community. However, the sample is more introverted than the average college student which may meaningfully impact the results.Research limitations/implicationsThere are a number of important motivations for implementing an LC program that are not measured here. These include an increased sense of community among students, breadth (rather than depth) of knowledge, and awareness of the interconnectedness of learning across disciplines. However, to the extent that university instructors are motivated to ensure learning in their own discipline, this resource-intensive strategy may not be the most suitable approach in quantitative courses.Originality/valueLearning communities continue to be a popular pedagogical technique and curriculum requirement, particularly at teaching-focused universities. This research offers an empirical approach to measuring one aspect of their value which is typically left to conceptual or qualitative study.

scholarly journals Assessment Question Characteristics Predict Medical Student Performance in General Pathology

2021 ◽  
Author(s):  
Tahyna Hernandez ◽  
Margret S. Magid ◽  
Alexandros D. Polydorides
Keyword(s):  
Student Performance ◽  
Multiple Choice ◽  
Data Interpretation ◽  
Question Type ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Item Discrimination ◽  
Final Exam ◽  
General Pathology ◽  
Analysis Question

Context.— Evaluation of medical curricula includes appraisal of student assessments in order to encourage deeper learning approaches. General pathology is our institution's 4-week, first-year course covering universal disease concepts (inflammation, neoplasia, etc). Objective.— To compare types of assessment questions and determine which characteristics may predict student scores, degree of difficulty, and item discrimination. Design.— Item-level analysis was employed to categorize questions along the following variables: type (multiple choice question or matching answer), presence of clinical vignette (if so, whether simple or complex), presence of specimen image, information depth (simple recall or interpretation), knowledge density (first or second order), Bloom taxonomy level (1–3), and, for the final, subject familiarity (repeated concept and, if so, whether verbatim). Results.— Assessments comprised 3 quizzes and 1 final exam (total 125 questions), scored during a 3-year period (total 417 students) for a total 52 125 graded attempts. Overall, 44 890 attempts (86.1%) were correct. In multivariate analysis, question type emerged as the most significant predictor of student performance, degree of difficulty, and item discrimination, with multiple choice questions being significantly associated with lower mean scores (P = .004) and higher degree of difficulty (P = .02), but also, paradoxically, poorer discrimination (P = .002). The presence of a specimen image was significantly associated with better discrimination (P = .04), and questions requiring data interpretation (versus simple recall) were significantly associated with lower mean scores (P = .003) and a higher degree of difficulty (P = .046). Conclusions.— Assessments in medical education should comprise combinations of questions with various characteristics in order to encourage better student performance, but also obtain optimal degrees of difficulty and levels of item discrimination.

scholarly journals Impact of the Introduction of the Clinical Science Mastery Series on Family Medicine NBME Subject Examination Performance

2019 ◽  
Vol 51 (8) ◽  
pp. 687-690
Author(s):  
Suzanne Minor ◽  
Sarah E. Stumbar ◽  
Rodolfo Bonnin
Keyword(s):  
Family Medicine ◽  
Student Performance ◽  
Performance Feedback ◽  
Clinical Science ◽  
Test Analysis ◽  
Examination Performance ◽  
Subject Examination ◽  
Before And After ◽  
Self Assessments ◽  
The Impact

Background and Objectives: Many medical schools assess student clinical knowledge using the National Board of Medical Examiners (NBME) subject examinations. The Family Medicine Clinical Science Mastery Series (CSMS) self-assessments, which are made up of former Family Medicine NBME examination questions, became available in September 2017. They provide students with realistic practice questions and immediate performance feedback. To further assess the utility of various study tools available to our students, this study investigated the impact of the CSMS self-assessments for family medicine on the NBME family medicine subject examination performance. Methods: Data analysis was conducted to compare student performance on the end-of-rotation NBME Family Medicine Clinical Subject Examination before and after the introduction of the CSMS family medicine self-assessments. The effect size was measured using a Cohen d analysis. We conducted an independent t-test analysis to determine the effect the NBME Family Medicine CSMS self-assessments had on end-of-rotation clinical subject examination scores. Results: The analysis revealed statistically significant improvement in students’ clinical subject examination scores after the release of the CSMS in September 2017 (n=90) compared to the students’ scores prior to the availability of the CSMS (n=95). Conclusions: Student scores improved with the introduction of the NBME CSMS family medicine self-assessment. These results support recommending student use of the CSMS as a study tool for their end-of-clerkship NBME subject examinations.

THE IMPACT OF A FLIPPED CLASSROOM MODEL OF LEARNING ON A LARGE UNDERGRADUATE STATISTICS CLASS

2018 ◽  
Vol 17 (1) ◽  
pp. 121-140
Author(s):  
PERPETUA LYNNE NIELSEN ◽  
NATHAN WILLIAM BEAN ◽  
ROSS ALLEN ANDREW LARSEN
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Statistics Education ◽  
Course Satisfaction ◽  
Undergraduate Teaching ◽  
Final Exam ◽  
Research Journal ◽  
The Impact ◽  
Undergraduate Statistics ◽  
Large Lecture Classes

We examine the impact of a flipped classroom model of learning on student performance and satisfaction in a large undergraduate introductory statistics class. Two professors each taught a lecture-section and a flipped-class section. Using MANCOVA, a linear combination of final exam scores, average quiz scores, and course ratings was compared for the two groups after controlling for the effects of students’ previous achievement, gender, teacher, degree of learner autonomy, and attitudes about math and statistics. The results show significant improvement in the students’ performance and course satisfaction with the flipped classroom. Overall, the results showed that the flipped classroom model can be used in large lecture classes with the help of undergraduate teaching assistants and the use of additional labs. First published May 2018 at Statistics Education Research Journal Archives

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