NotesFAQContact Us
Search Tips
ERIC Number: ED038856
Record Type: RIE
Publication Date: 1969
Pages: 43
Abstractor: N/A
Reference Count: 0
The Quiz, Knowledge of Results, and Individual Differences in Achievement Orientation.
Clodfelder, D. Leon
The quiz and knowledge of results on the quiz have generally been found to be effective in enhancing classroom learning. The purpose of this study was to evaluate the effect of quizzing on achievement, with or without feedback. In three experimental sections quizzes were given immediately after the lesson; in three other sections quizzes were given the day after the feedback. The three conditions being used were: correct answers being given immediately; correct answers given the day after the quiz; and only the number of correct answers given to the student the following day. There was also a control section. It was found that sections receiving the delayed quiz did better on the final examination than those receiving an intermediate quiz. A short daily quiz administered one day after a lecture serves to evaluate for the student mathemagenic behaviors in which he engages during the delay. When knowledge of results is delayed, mathemagenic behaviors are also engaged in, but it is the quiz material that is being processed rather than the lecture material. The utilization of mathemagenic behaviors by the student varies according to his achievement orientation. A bibliography is appended. (Author)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Naval Research, Washington, DC.
Authoring Institution: Washington Univ., St. Louis, MO. Dept. of Psychology.
Identifiers: N/A