Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering
Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering
复制标题
频繁的掌握程度测试和第二次机会考试可以增强学生在本科工程方面的学习
DOI：
10.1002/acp.3605
复制
发表时间：
2019
影响因子：
2.4
通讯作者：
Matthew West
中科院分区：
文献类型：
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作者：
Jason W. Morphew;Mariana Silva;Geoffrey L. Herman;Matthew West
国家科学基金会资助信息，资助/奖励编号：CMMI-1150490， du -1347722摘要实验室研究常规表明，测试通常比重复学习更能促进学习和记忆。在课堂上，这种效果在记忆和应用任务中也得到了复制。然而，涉及数学问题解决的课堂研究很少，结果好坏参半。本文介绍了在本科科学、技术、工程和数学课程中进行的一项准实验研究的结果，该研究调查了包含掌握测试和二次测试方面的更频繁的测试。经常参加考试的学生得分高出7个百分点，获得a的人数是a的两倍，不及格人数是a的一半。在多项选择题和自由回答题中都发现了频繁的二次掌握测试的优势，并且在控制了学生能力差异后仍然存在。妇女和代表性不足的少数民族学生从改变的考试环境中受益的程度与一般人群相同。
Funding information National Science Foundation, Grant/Award Numbers: CMMI-1150490, DUE-1347722 Summary Laboratory studies have routinely demonstrated that testing often leads to greater learning and retention than repeated studying. In the classroom, this effect has been replicated with memory and application tasks. However, studies of classrooms involving mathematical problem solving are sparse and have had mixed results. This paper presents the results of a quasi-experimental study in an undergraduate science, technology, engineering, and mathematics course that investigated more frequent testing that incorporated aspects of mastery testing and second-chance testing. Students in the frequent testing cohort scored seven percentage points higher and earned twice the number of As and half the number of failing grades. The advantage of frequent second-chance mastery testing was found for both multiple-choice and freeresponse questions and remained after controlling for differences in student ability. Women and underrepresented minority students benefited from the altered testing environment to the same extent as the general population.