Participation in Voluntary Re-quizzing Is Predictive of Increased Performance on Cumulative Assessments in Introductory Biology.

ABSTRACT: Low-stakes testing, or quizzing, is a formative assessment tool often used to structure course work. After students complete a quiz, instructors commonly encourage them to use those quizzes again to retest themselves near exam time (i.e., delayed re-quizzing). In this study, we examine student use of online, ungraded practice quizzes that are reopened near exam time after a first graded attempt 1-3 weeks prior. We find that, when controlling for preparation (performance in a previous science, technology, engineering, and mathematics [STEM] course and incoming biology knowledge), re-quizzing predicts better performance on two cumulative exams in introductory biology: a course posttest and final exam. Additionally, we describe a preliminary finding that, for the final exam, but not the postt

SUBMITTER: Walck-Shannon EM 

PROVIDER: S-EPMC6755221 | biostudies-literature | 2019 Jun

REPOSITORIES: biostudies-literature