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ERIC Number: EJ1000746
Record Type: Journal
Publication Date: 2012-Dec
Pages: 4
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0031-921X
Want to Reduce Guessing and Cheating While Making Students Happier? Give More Exams!
Laverty, James T.; Bauer, Wolfgang; Kortemeyer, Gerd; Westfall, Gary
Physics Teacher, v50 n9 p540-543 Dec 2012
It is almost universally agreed that more frequent formative assessment (homework, clicker questions, practice tests, etc.) leads to better student performance and generally better course evaluations. There is, however, only anecdotal evidence that the same would be true for more frequent summative assessment (exams). There maybe many arguments against giving more exams, including the general "pain" associated with examinations, as well as reduced teaching time, since classroom sessions are dedicated to exams rather than lecturing. We present evidence that increasing the number of exams in fact does lead to better learning success, less cheating and guessing on homework, and better student course evaluations. (Contains 6 figures.)
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://scitation.aip.org/tpt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A