Title

Group-based formative summative assessment is related to improved student performance and satisfaction

Document Type

Article

Publication Date

2010

Publication Source

Teaching of Psychology

Volume

37

Issue

2

Inclusive pages

114¬¬–118

DOI

10.1080/00986281003626706

Peer Reviewed

yes

Abstract

In this study, I examined the effectiveness of a group exam review activity on students' long-term retention of concepts and satisfaction. As part of a formative summative assessment activity (FSA; Wininger, 2005), students worked either individually or collaboratively on an exam review activity in the class periods following the 2 unit exams. Students indicated that both activities were useful and enjoyable; however, the group activity had a more positive effect on retention of concepts and student satisfaction. At the 5-week posttest, students who completed the group activity scored 10% higher (on average) than their original exam scores, whereas the students who completed the individual activity scored only 1.2% higher. I discuss these results with regard to a multidimensional FSA framework. (Contains 1 table and 2 footnotes.)

Keywords

Group Activities, Cooperative Learning, Tests, Evaluation Methods, Student Attitudes, Undergraduate Students, Developmental Psychology, Pretests Posttests, Universities, Surveys, Teaching Methods, College Faculty

Disciplines

Psychology

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