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ERIC Number: EJ862246
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 12
ISSN: ISSN-1539-4352
Effects of Writing-Related Contingencies on Both Quality of Writing and Multiple-Choice Exam Performance in Large College Courses
Krohn, Katherine R.; Parker, Megan R.; Foster, Lisa N.; Aspiranti, Kathleen B.; McCleary, Daniel F.; Williams, Robert L.
Behavior Analyst Today, v9 n3-4 p184-195 2008
Students (N = 158) in three sections of an undergraduate educational psychology course equivalent in content and assessment procedures completed five-min writing quizzes over assigned subject matter at the beginning of most class sessions. The study compared the effects of three separate writing contingencies on writing scores and multiple-choice exam performance. Overall, writing for daily credit and writing for random credit that could produce the same credit as the daily credit contingency had similar effects on both writing and multiple-choice exam scores, with both conditions producing better results than credit for only one randomly selected writing per unit. Correlations between writing and exam scores in all sections proved large to very large (rs = 0.57 to 0.74). (Contains 2 figures and 1 table.)
Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A