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- W2481090911 abstract "There are many strategies to assess student learning but a very common approach is still individual tests, often in multiple- choice formats. Many college science courses assess student learning with several unit tests and a cumulative final exam. Much research has been published on reforming the content and design of summative tests. Cognitive psychology literature suggests that feedback is essential to enhancing long-term memory and student performance on repeat assessments. Although there is ample psychology literature on feedback affects, especially with rote memory applications, the research on Science, Technology, Engineering, and Mathematics (STEM) testing with feedback is limited. This chapter provides a summary of key literature on testing feedback and its effects on undergraduate student performance. Where possible, references from STEM literature will be cited including the design of our chemistry testing feedback research study; however, much of the literature comes from the area of cognitive psychology." @default.
- W2481090911 created "2016-08-23" @default.
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- W2481090911 date "2014-01-01" @default.
- W2481090911 modified "2023-10-16" @default.
- W2481090911 title "Feedback in Testing, the Missing Link" @default.
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- W2481090911 doi "https://doi.org/10.1021/bk-2014-1182.ch006" @default.
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