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Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided wi...

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Autores principales: Carpenter, Shana K., Rahman, Shuhebur, Lund, Terry J. S., Armstrong, Patrick I., Lamm, Monica H., Reason, Robert D., Coffman, Clark R.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459241/
https://www.ncbi.nlm.nih.gov/pubmed/28408408
http://dx.doi.org/10.1187/cbe.16-06-0205
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author Carpenter, Shana K.
Rahman, Shuhebur
Lund, Terry J. S.
Armstrong, Patrick I.
Lamm, Monica H.
Reason, Robert D.
Coffman, Clark R.
author_facet Carpenter, Shana K.
Rahman, Shuhebur
Lund, Terry J. S.
Armstrong, Patrick I.
Lamm, Monica H.
Reason, Robert D.
Coffman, Clark R.
author_sort Carpenter, Shana K.
collection PubMed
description Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice.
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spelling pubmed-54592412017-06-12 Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology Carpenter, Shana K. Rahman, Shuhebur Lund, Terry J. S. Armstrong, Patrick I. Lamm, Monica H. Reason, Robert D. Coffman, Clark R. CBE Life Sci Educ Article Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be accessed as Test questions (requiring students to answer the questions before receiving feedback) or as Read questions (providing students with the question and correct answer up-front). Students more often chose to access the questions as Test compared with Read, and students who used the Test questions scored significantly higher on subsequent exams compared with students who used Read questions or did not access the questions at all. Following an in-class presentation of superior exam performance following use of the Test questions, student use of Test questions increased significantly for the remainder of the term. These results suggest that practice questions can be an effective tool for enhancing student achievement in biology and that informing students about performance-based outcomes coincides with increased use of retrieval practice. American Society for Cell Biology 2017 /pmc/articles/PMC5459241/ /pubmed/28408408 http://dx.doi.org/10.1187/cbe.16-06-0205 Text en © 2017 S. K. Carpenter et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.
spellingShingle Article
Carpenter, Shana K.
Rahman, Shuhebur
Lund, Terry J. S.
Armstrong, Patrick I.
Lamm, Monica H.
Reason, Robert D.
Coffman, Clark R.
Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
title Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
title_full Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
title_fullStr Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
title_full_unstemmed Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
title_short Students’ Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology
title_sort students’ use of optional online reviews and its relationship to summative assessment outcomes in introductory biology
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5459241/
https://www.ncbi.nlm.nih.gov/pubmed/28408408
http://dx.doi.org/10.1187/cbe.16-06-0205
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