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ERIC Number: ED084156
Record Type: RIE
Publication Date: 1973
Pages: 10
Abstractor: N/A
Reference Count: 0
Frequency of Tests and Feedback of Test Results in Calculus Classes.
Townsend, Neal R.; Wheatley, Grayson H.
A three-factor design was used to determine the effects of testing frequencies and feedback delays on college students' achievement in a beginning calculus course. Four test-period frequencies--daily quizzes (5-10 minutes), weekly quizzes (20-30 minutes), three midterm exams, or one midterm exam--were used. Two feedback-delay-levels for test returns were set at next class meeting or three-day delay on quizzes, and one week for exams. Subjects were blocked on ability level (SAT scores) yielding the third dimension of the design. A constructed achievement test with .78 reliability was used as a criterion measure; the test was multiple-choice. Data from an attitude measure and a chi-square test for differences in dropout proportions are reported as well as the results of the three-factor analysis of covariance. In general, classes given short daily quizzes had higher achievement scores and classes with the delay in feedback were significantly better than the class receiving results the next meeting. No attitude differences were found nor any interaction due to aptitude level. (JP)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A