Investigating the Influence of Assessment Question Framing on Undergraduate Biology Student Preference and Affect.

ABSTRACT: Nearly all undergraduate biology courses rely on quizzes and exams. Despite their prevalence, very little work has been done to explore how the framing of assessment questions may influence student performance and affect. Here, we conduct a quasi-random experimental study where students in different sections of the same course were given isomorphic questions that varied in their framing of experimental scenarios. One section was provided a description using the self-referential term "you", placing the student in the experiment; another section received the same scenario that used classmate names; while a third section's scenario integrated counterstereotypical scientist names. Our results demonstrate that there was no difference in performance throughout the semester between the sections,

SUBMITTER: Hsu JL 

PROVIDER: S-EPMC10756033 | biostudies-literature | 2023 Dec

REPOSITORIES: biostudies-literature