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Reading Quizzes Improve Exam Scores for Community College Students

机译:阅读测验可提高社区大学生的考试成绩

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摘要

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 biology during the term under study and included it as a predictor variable in our regression models. Our final model showed that students in the experimental terms had significantly higher exam scores than students in the control terms. This result shows that online reading quizzes can boost achievement in community college students. We also comment on the importance of discipline-based education research in community college settings and the structure of our community college/4-year institution collaboration.
机译:为了检验以下假设:增加课程结构可能会鼓励自我调节的学习技能,从而导致社区大学环境中学生考试成绩的提高,我们在生物学入门课程中增加了在线的每日课前开放式阅读测验。我们将三个未阅读测验的控制项与三个实验性术语与在线开放式阅读测验进行了比较。记录的老师,班级人数和教学时间没有变化。分析布鲁姆的随机试题样本的分类标准,表明该研究中所有六个词的高分评估的认知水平都相似。为了控制学生准备或能力随时间的可能变化,我们在研究期间计算了除生物学以外的课程中每个学生的平均绩点,并将其作为我们的回归模型中的预测变量。我们的最终模型表明,实验术语的学生的考试分数显着高于对照术语的学生。结果表明,在线阅读测验可以提高社区大学生的学习成绩。我们还评论了基于学科的教育研究在社区大学环境中的重要性以及我们的社区大学/四年制学院合作结构。

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