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Assessment of Learning Gains Associated with Independent Exam Analysis in Introductory Biology

机译：入门生物学评估与独立考试分析相关的学习收益

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This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (～400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm–final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.
机译：这项研究评估了独立的期中问题分析练习对学生回答相同主题后续考试题的能力的影响。该课程分为三节介绍生物学（每节约400名学生）。评分后的期中考试将通过电子方式返回，并且为每个学生分配了40％以上的班级未正确回答的问题子集，以作为作业进行分析。大部分问题都在Bloom的应用程序/分析级别上。因此，本练习强调在这些较高的认知水平上进行学习。每个部分的学生都按照课程主题回答了与所有家庭作业问题相对应的期末考试问题，并为每个问题提供了一个班级内的对照组。在19个问题中有7个的主题分析与控制分析组中，正确回答了匹配的期末考试问题的学生百分比明显较高（p <0.05）。我们确定了影响活动有效性的两个因素：1）期中-期末考试对的主题重点相似，以及2）完成的分析作业的质量。我们的数据表明，这种易于实施的练习将在大班课程中有用，以帮助学生发展自我调节的学习技能。讨论了有助于入门学生对主题领域有更广泛理解的其他策略。

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