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ERIC Number: EJ769007
Record Type: Journal
Publication Date: 2007-Jul
Pages: 7
Abstractor: Author
Reference Count: 15
ISBN: N/A
ISSN: ISSN-0047-231X
How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?
Smith, Gary
Journal of College Science Teaching, v36 n7 p28-34 Jul 2007
A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also essential factors. (Contains 3 tables and 2 figures.)
Descriptors: Grades (Scholastic), Earth Science, Attendance, Self Evaluation (Individuals), Student Evaluation, Formative Evaluation, Active Learning, Comparative Analysis, Summative Evaluation, Geology, Outcomes of Education, Feedback, Scores, College Science, Laboratory Procedures
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A