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ERIC Number: EJ1223954
Record Type: Journal
Publication Date: 2019-May
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1539-2422
A Method to the Midterms: The Impact of a Second Midterm on Students' Learning Outcomes
Keus, Kelly; Grunwald, Jamie; Haave, Neil
Bioscene: Journal of College Biology Teaching, v45 n1 p3-8 May 2019
Midterm exams are a multi-use tool, providing evaluation of students for professors but also acting as a learning tool for students. Midterms may improve learning outcomes by contributing to the testing effect: the phenomenon in which retrieval of learned material (i.e., testing) produces improvements in long-term retention beyond those produced through additional rehearsal or re-exposure (i.e., studying or re-reading). Additionally, increased frequency of testing may impact student behaviors and attitudes (e.g., spaced practice, self-efficacy), increase the testing effect, or impact both, which ultimately improves learning outcomes. This study considered the differential impact of one versus two midterm exams on students' exam difference scores (final exam score minus first midterm exam score). We also considered whether two midterm exams differentially impacted low- and high-achieving students. Results suggest that two midterm exams benefit freshmen but not junior students.
Association of College and Biology Educators. Web site:
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