The Effects of Cumulative and Noncumulative Exams Within the Context of Interteaching.

IF 1.2 4区教育学 Q3 EDUCATION, SPECIAL

Journal of Behavioral Education Pub Date : 2023-01-01 Epub Date: 2021-09-08 DOI:10.1007/s10864-021-09451-4

C M Gayman, S T Jimenez, S Hammock, S Taylor, J M Rocheleau

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引用次数: 1

Abstract

Interteaching is a behavioral teaching method that has been empirically shown to increase student learning outcomes. The present study investigated the effect of combining interteaching with cumulative versus noncumulative exams in two sections of an online asynchronous class. Interteaching was used in both sections of the course. The noncumulative exam section experienced weekly exams with test questions that only covered material learned in that week of class. The cumulative exam section was given weekly exams in which half of the questions were from material learned that current week and the other half were cumulative up to that point in the class. This was followed by a cumulative final exam given to both groups. All exam questions were multiple choice. On average, students in the cumulative exam group scored 4.91% higher on the final exam than students in the noncumulative exam group. Students exposed to weekly cumulative exams also earned more As and Bs on the final compared to the noncumulative exam group. Overall, our experiment provides evidence that interteaching may be further improved when combined with cumulative weekly exams.

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累积性和非累积性考试在教学中的作用。

交互教学是一种行为教学方法，已被实证证明可以提高学生的学习成果。本研究调查了在在线异步课堂的两个部分中，将互考与累积考试与非累积考试相结合的效果。该课程的两个部分都采用了交叉教学法。非累积考试部分经历了每周的考试，试题仅涵盖该周课堂上学习的材料。累积考试部分每周进行一次考试，其中一半的问题来自本周学习的材料，另一半则是累积到课堂上的那一点。随后对两组学生进行了累积期末考试。所有的考题都是多选题。平均而言，累积考试组的学生在期末考试中的得分比非累积考试组高4.91%。与非累积考试组相比，参加每周累积考试的学生在期末考试中获得的A和B也更多。总的来说，我们的实验提供了证据，证明当与每周累积考试相结合时，互考可能会得到进一步改善。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Behavioral Education EDUCATION, SPECIAL-

CiteScore

4.30

自引率

10.00%

发文量

期刊介绍： The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.