Learn Before
Concept
Teaching More by Lecturing Less: Assessments
- Both semesters received a multiple-choice pretest during the first week and then they were readministered the same test as embedded questions in the final exam, to provide a rough measure of student learning gains during the semester. The test was composed of 15 multiple-choice questions designed to test understanding of core concepts in development. When the interactive course was repeated in Spring 2005, only 12 of the pretest and posttest questions were the same as the previous semesters. To determine whether students were interpreting the pretest and posttest questions correctly, student interviews were conducted in spring 2005. Six students (including at least one who had achieved each of the grades “A”, “B”, and “C” in the course), were asked to think out loud as they worked through each of the questions, and to verbalize why they selected or eliminated certain answers. All six students interpreted all 12 questions correctly. The results indicate that at least for most students, the pretests and posttest provided a valid assessment of conceptual understanding for the concepts tested.
- In both fall 2003 and spring 2004 semesters, students were asked several times during the semester to give feedback on how various aspects of the class were aiding their learning. For the Spring 2004 semester, formulation assessments were achieved during class periods using the clicker response to ICQs. Students received five points for answering questions correctly, but students were also given 2 ½ points for incorrect answers in order to encourage participation.
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Updated 2021-02-11
Tags
Psychology
Social Science
Empirical Science
Science