Reading Quizzes Improve Exam Scores for Community College Students.

ABSTRACT: To test the hypothesis that adding course structure may encourage self-regulated learning skills resulting in an increase in student exam performance in the community college setting, we added daily preclass online, open-book reading quizzes to an introductory biology course. We compared three control terms without reading quizzes and three experimental terms with online, open-book reading quizzes; the instructor of record, class size, and instructional time did not vary. Analyzing the Bloom's taxonomy level of a random sample of exam questions indicated a similar cognitive level of high-stakes assessments across all six terms in the study. To control for possible changes in student preparation or ability over time, we calculated each student's grade point average in courses other than bio

SUBMITTER: Pape-Lindstrom P 

PROVIDER: S-EPMC5998316 | biostudies-literature | 2018 Jun

REPOSITORIES: biostudies-literature