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.


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

- 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.


Results Regarding Exam Equivalence

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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