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Number of correct items in original and number of self- corrected items of exam 1 (top) and exam 2 (bottom) predicted performance on the corresponding part in the final exam. Values are unstandardized regression weights.
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Montepare suggested the use of a self-correcting approach to multiple-choice tests: Students first take the exam as usual, but are allowed to hand in a self-corrected version afterwards. The idea of this approach is that the additional interaction with the material may foster further learning. To examine whether such an approach actually improves l...
Context in source publication
Context 1
... both analyses, we included the number of correct items on the original exam as well as the number of items correctly changed from wrong to correct. Figure 2 displays the path diagram with unstandardized regression weights. In both, the number of self-corrected items was indeed positively related to the performance on the corresponding part of the final. ...
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A micro-flipped classroom combines the traditional lecture-based course and the flipped classroom for a blended mixture of the two pedagogical approaches. It allows the instructor time to lecture in class, while promoting more interactive discussions between the students. In this study, we compared the differences between a traditional lecture-base...
Citations
... (Nugroho et al., 2018) states that the character of someone who does not easily believe the information he receives is called skepticism. (Cheng, 2014) states that students who are used to doing self-correction have better performance. ...
The teacher's self-regulation in solving problems with contradictory information needs to be investigated because this certainly has an impact on students' self-regulation abilities. However, research related to this is still limited. Problem with Contradiction Information (PWCI) is appropriate to view self-regulation. This research is a case study which involved teachers in East Java, Indonesia and already have an educator certificate. There are 24 teachers as participants of this research, 14 females and 10 males. The objectives of this study describe how the teacher's response when completing PWCI and how the teacher's self-regulation when solving PWCI. Data were collected through tests and interviews. The results show that (1) There are two types of teacher responses in completing PWCI, the first type is the teacher who answers the questions directly without checking the provided information, the second type is the teacher who is thorough and cross-checks before working on the questions, (2) The emergence of self-assessment teacher regulation when completing PWCI is divided into four, namely, teacher self-regulation appears at the stage of understanding, implementing, re-checking and does not appear when completing PWCI. Most of the teachers are not aware of the contradictions in the questions given.
... The student's highest score is recorded. I allow students to take quizzes as frequently as they like to capitalize on the testing effect, or the fact that people tend to remember material after retrieval practice (Bastell et al., 2017;Grühn & Cheng, 2014;Roediger & Karpicke, 2006). Students can begin each quiz from any location that has access to Canvas, and students have 30 minutes to complete each quiz. ...
Teaching Cognitive Psychology online represents an exceptional opportunity to interact and connect with students in diverse and relevant ways. A course in Cognitive Psychology can be strengthened by considering the context of the current COVID-19 pandemic. In a world immersed by several sources of information, it is crucial undergraduate students both acquire tools for the analysis and processing of information and develop the ability to examine cognitive and decision-making processes. In this chapter, we present the development of the Cognitive Psychology online course and its implications to address the problems derived from the global health problem. We present the generalities of the course, the different interactions between real phenomena (e.g. beliefs about the fair distribution of income, information processing in reading acquisition, children’s learning of basic mathematical concepts and procedures, cognitive processing in decision-making, COVID-19 pandemic), and the content of the course. We discuss the different dynamics, activities, and assessments that we followed during the online course. Furthermore, we emphasize the importance of research to obtain and strengthen knowledge. Finally, we reflect on the advantages and implications of taking the online course and comment on two fundamental ideas for the consolidation of the concepts: 1) the conception and development of an advanced course in cognitive process modeling, and 2) the formulation of an international research seminar in cognitive sciences.
... The student's highest score is recorded. I allow students to take quizzes as frequently as they like to capitalize on the testing effect, or the fact that people tend to remember material after retrieval practice (Bastell et al., 2017;Grühn & Cheng, 2014;Roediger & Karpicke, 2006). Students can begin each quiz from any location that has access to Canvas, and students have 30 minutes to complete each quiz. ...
In this chapter, I recall and reflect on teaching virtually an undergraduate group processes class during the COVID-19 pandemic. I explain the parameters and expectations I had for the class, in addition to reflecting on their effectiveness. I end the chapter with teaching tips based on knowledge attained from teaching the course in a new format.
... Menurut (McCoubrie, 2004), tipe soal pilihan ganda merupakan tipe soal yang paling efisien dari jenis penilaian tertulis. Hal ini juga selaras dengan pernyataan (Gruhn & Cheng, 2014) bahwa tipe soal pilihan ganda merupakan jenis tes yang efisien. Tes pilihan ganda terdiri dari pilihan ganda biasa, hubungan antar hal (sebab akibat), analisa kasus, membaca diagram/tabel/grafik, dan pilihan ganda asosiasi (Widiyanto, 2018). ...
Penelitian ini bertujuan untuk mengetahui ada atau tidak adanya pengaruh tipe soal pilihan ganda terhadap skor hasil belajar biologi siswa, pengaruh jenis kelamin terhadap skor hasil belajar biologi siswa, dan interaksi antara tipe soal pilihan ganda dengan jenis kelamin terhadap skor hasil belajar biologi siswa. Metode penelitian yang digunakan adalah quasi-eksperimental (percobaan semu) dan menyerupai model faktorial 2x2. Lokasi penelitian yaitu di Sekolah Menengah Atas (SMA) Negeri 1 Kota Tangerang Selatan, Provinsi Banten. Pengujian persyaratan analisis data menggunakan uji normalitas dan uji homogenitas, sedangkan pengujian hipotesis dilakukan melalui teknik analisis varians (ANOVA) dua jalur menggunakan program SPSS versi 24. Hasil penelitian membuktikan bahwa (1) terdapat pengaruh tipe soal pilihan ganda terhadap skor hasil belajar biologi, (2) terdapat pengaruh jenis kelamin terhadap skor hasil belajar biologi, dan (3) tidak terdapat interaksi antara tipe soal pilihan ganda dengan jenis kelamin terhadap skor hasil belajar biologi pada tingkat signifikansi α = 5%.
... [4][5] General education concepts show that practice tests can contribute to improved performance on standardized tests via comprehension calibration, study plan development, and application of metacognitive strategy. [6][7][8][9][10][11][12][13] fmCASES are online case-based modules originally created to meet the Society of Teachers of Family Medicine's National Clerkship Curriculum Objectives, 14 and were found to "foster self-directed and independent study" and "emphasize and model clinical problem-solving." 15 During the time of this initiative, 146 medical schools in the United States utilized fmCASES to teach or assess student learners. ...
Background and objectives:
Pretests have been shown to contribute to improved performance on standardized tests by serving to facilitate development of individualized study plans. fmCASES is an existing validated examination used widely in family medicine clerkships throughout the country. Our study aimed to determine if implementation of the fmCASES National Examination as a pretest decreased overall failure rates on the end-of-clerkship National Board of Medical Examiners (NBME) subject examination, and to assess if fmCASES pretest scores correlate with student NBME scores.
Methods:
One hundred seventy-one and 160 clerkship medical students in different class years at a single institution served as the control and intervention groups, respectively. The intervention group took the fmCASES National Examination as a pretest at the beginning of the clerkship and received educational prescriptions based on the results. Chi-square analysis, Pearson correlation, and receiver operating curve analysis were used to evaluate the effectiveness and correlations for the intervention.
Results:
Students completing an fmCASES National Examination as a pretest failed the end-of-clerkship NBME exam at significantly lower rates than those students not taking the pretest. The overall failure rate for the intervention group was 8.1% compared to 17.5% for the control group (P=0.01). Higher pretest scores correlated with higher NBME examination scores (r=0.55, P<0.001).
Conclusions:
fmCASES National Examination is helpful as a formative assessment tool for students beginning their family medicine clerkship. This tool introduces students to course learning objectives, assists them in identifying content areas most in need of study, and can be used to help students design individualized study plans.
... One method of providing higher-quality feedback while minimizing instructor burden is to offer students opportunities to self-correct. Grühn and Cheng (2014) found that students who were allowed to hand in a self-corrected midterm performed better on the final exam compared to students who took a traditional midterm (and were not allowed to self-correct). Grühn and Cheng utilized procedures for selfcorrection as laid out by Montepare (2005Montepare ( , 2007. ...
Multiple-choice questions are frequently used in college classrooms as part of student assessment. While multiple-choice assessments (compared to other formats such as constructed response) seem to be the preferred method of testing by instructors and students, their effectiveness in assessing comprehension in college courses is sometimes called into question. Research has shown that there are ways to optimize the construction and use of multiple-choice testing to benefit college classroom instruction and assessment, student learning, and performance, and to more efficiently utilize instructor’s time and energy. This teacher-ready research review provides an overview of the research on utilizing multiple-choice questions as well as some tips on using, writing, and administering multiple-choice questions during assessments. We also summarize the benefits and potential issues with using multiple-choice questions including concerns about cheating, ways to detect and deter cheating, and testing issues and strategies unique to online formats. We hope that this short review will be helpful to instructors as they prepare courses and assessments and further encourage the use of empirical data in pedagogy related decision-making.
BIOLOGY LEARNING BY DOING MULTIPLE CHOICE QUESTION FOR SENIOR HIGH SCHOOL STUDENTS.
Multiple choice question learning and understanding can help learning process in the classroom. To maximize its use as learning tool, the students can have finish the task in 2 ways: first they will finish the Multiple-Choice Question (MCQ) task during the class hours and submit it when the class over. Or it can be homework to the students and hand it over at the next meeting session. The research showed that the instructor/teacher prefer on use multiple choice not only due to administration, time saving and simplicity but also objective and consistent. Furthermore, the student based on research result more like Multiple choice question assignments because they can eliminate wrong answers and these questions form more objective than anothers. Beside that with this method the student can participate actively in learning process.
