- The TAs who ranked questions on Bloom’s taxonomy showed a high level of agreement. At least two of the three raters agreed on the identical Bloom’s level for 85% of the questions rated.
- There was also a high level of agreement among the three TAs who evaluated exam questions for the PES values. There is a strong association between the Weighted Bloom’s Indices and the PES values.


University of Pennsylvania

There are five results for the experiments.
- Results Regarding Exam Equivalence
- Results Regarding Exam Impact on Course Grade
- Results Regarding Student Equivalence across Quarters
- Results Regarding Evaluating the Drop Rate
- Results Regarding Changes in Failure Rate in Biology 180

Increased Course Structure Improves Performance in Introductory Biology: Results

Results Regarding Exam Equivalence

Results Regarding Exam Impact on Course Grade
- If exam points represented as little as 55% of the total course points, total exam points still explained 89% of the total variation in the final grade. Across quarters in the study, the average number of exam points required to get a 1.5 varied little (the range was only nine points).
- Analysis of deviance indicated no statistically significant variation among quarters in how well total exam points predicted final grade.


Results Regarding Exam Impact on Course Grade

Results Regarding Student Equivalence across Quarters
- Across all six quarters of the study, there was a strong relationship between the Predicted Grade and actual grade for each student.
- This data support the earlier claim by Freeman et al. (2007) that the Predicted Grade model is a robust index of student ability and preparedness across quarters and years.
- A significant heterogeneity in Predicted Grades across quarters is presented. This heterogeneity was distributed across quarters in the study: Of the 15 pairwise tests, only six were not significantly different, and these crossed levels of course structure.

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