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ERIC Number: EJ883198
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0098-6283
Group-Based Formative Summative Assessment Relates to Improved Student Performance and Satisfaction
Drouin, Michelle A.
Teaching of Psychology, v37 n2 p114-118 2010
In this study, I examined the effectiveness of a group exam review activity on students' long-term retention of concepts and satisfaction. As part of a formative summative assessment activity (FSA; Wininger, 2005), students worked either individually or collaboratively on an exam review activity in the class periods following the 2 unit exams. Students indicated that both activities were useful and enjoyable; however, the group activity had a more positive effect on retention of concepts and student satisfaction. At the 5-week posttest, students who completed the group activity scored 10% higher (on average) than their original exam scores, whereas the students who completed the individual activity scored only 1.2% higher. I discuss these results with regard to a multidimensional FSA framework. (Contains 1 table and 2 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A