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ERIC Number: EJ1142986
Record Type: Journal
Publication Date: 2017-May
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0047-231X
Research and Teaching: Correcting Missed Exam Questions as a Learning Tool in a Physiology Course
Rozell, Timothy G.; Johnson, Jessica; Sexten, Andrea; Rhodes, Ashley E.
Journal of College Science Teaching, v46 n5 p56-63 May 2017
Students in a junior- and senior-level Anatomy and Physiology course have the opportunity to correct missed exam questions ("regrade") and earn up to half of the original points missed. The three objectives of this study were to determine if: (a) performance on the regrade assignment was correlated with scores on subsequent exams, (b) completing regrades improved grades on the comprehensive final exam and overall course grade, and (c) there was an optimal number of regrades that led to better student performance. Data were compiled over 7 years and original exam scores, regrade scores, final exam scores, and overall course scores were analyzed (n = 999). Performing well on regrades for an exam was found to be positively correlated to scores on the subsequent exam. Students doing at least one exam regrade had significantly greater mean final exam scores and overall course grades compared with students doing no regrades, and completing at least three regrades resulted in greater final exam and overall course grades than completing less than three regrades. From our results it appears that the exercise of reflecting on poorly understood course material with immediate instructor feedback is valuable for student comprehension and ability to apply basic concepts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A