Cutting Class Harms Grades

An accessible business school population of undergraduate students was investigated in three independent, but related studies to determine effects on grades due to cutting class and failing to take advantage of optional reviews and study quizzes. It was hypothesized that cutting classes harms exam scores, attending preexam reviews helps exam scores, taking optional exam preparation quizzes helps exam scores, and earlier exam scores in the semester predict later exam scores. Using an objective measurement method of actual events and actual exam scores instead of the predominant nonexperimental survey method most often used, it was found that all hypotheses were significant and supported in the predicted direction. Implications for professors and students are provided, revealing that cutting class, missing preexam reviews, and ignoring chapter quizzes effects are real and they matter.     

Increased course structure improves performance in introductory biology

We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other "practice" assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers.     

Exploring graduate and undergraduate course evaluations administered on paper and online: a case study

The purpose of this study was to analyse the students’ evaluations of the course and instructor for all statistics courses offered during fall semester 2009 at a large university in the southern United States. Data were collected and analysed for course evaluations administered both online and on paper to students in both undergraduate and graduate courses. Unlike most previous studies on this subject, class section rather than student was treated as the unit of analysis. It was of specific interest to verify prior research findings that evaluation surveys administered online would not result in lower course and instructor ratings and lower response rates. The results showed that there is not sufficient evidence within the collected data to conclude that either course and instructor ratings or response rates are lower for evaluations administered online (online evaluations) than they are for evaluations administered on paper (paper evaluations). Of secondary interest was whether class ratings would be associated with students’ attendance and a comparison of variability among answers for undergraduate vs. graduate students. It was observed that class and teacher ratings were not related to students’ attendance and individual students did not tend to give the same answer for every question on their survey.     

Self-Assessment of Oral Communication Presentations in Food Science and Nutrition

ABSTRACT:  Self-assessment allows learners to observe, analyze, and evaluate their own performances. Self-reflection allows the student to assess his or her communication skill level and progress against a standard. Additionally, the implementation of self-assessment through carefully prepared classroom experiences enables learners to manage their own learning and encourages the habit of lifelong learning. The objective of this study was to compare self-evaluation formats for assessment of an oral communication activity. Senior students in 2 sections of a 1-credit seminar course were videotaped while presenting 30-min oral presentations to the class. Students viewed their presentations and assessed their work using either a scoring rubric or a reflection assignment. Peer and instructor evaluations were also completed. Average scores by students and instructor were similar for rubric and reflection assessment methods. Oral evaluation scores by peer assessment were higher than by self- and instructor-assessment. Students were able to accurately describe the strengths and weaknesses of their presentations; however, comments from the reflection format were more thoughtful and provided more personal information in comparison to the scoring rubric. This study demonstrated the importance of reflective material such as student thoughts and feelings. Skills in reflective self-evaluation and documentation of their progress in oral communication will help students position themselves to develop their own academic and professional goals, provide feedback to instructors, and compile a record for future employers.     

Circumstances surrounding cheating: A questionnaire study of college students

A questionnaire assessing beliefs and behaviors associated with cheating was administered to 365 college students. Circumstances rated most likely to increase cheating were low instructor vigilance, unfair exams, an instructor who does not care about cheating, and dependence of financial support and long-term goals on good grades. Circumstances rated most likely to decrease cheating were high instructor vigilance, fair exams, high punishment for getting caught, essay exams, widely spaced exam seating, and valuable course material. Principal components analyses revealed several factors underlying planned cheating: difficulty/negative consequences of cheating, pressures, instructor personality, social norms, and interest in the course. These factors relate to the determinants of behavior specified by the theory of planned behavior. Self-reports indicated that 83 percent of respondents cheated in college and that the two most common types of cheating were giving (58 percent) and getting (49 percent) exam questions to and from other students before an exam. Acts of helping someone else cheat were more commonly reported than corresponding acts of cheating for oneself. Students with high cheating scores tended to be male rather than female, to have a low goal grade-point average, and to believe that the prevalence of cheating in college is high.Both authors contributed equally to this research.A version of this paper was presented at the annual meeting of the American Psychological Association, Toronto, Ontario, August 1993.     

Classroom Climate and Class Success A Case Study at the University Level

Abstract

This study sought to assess the actual and ideal social climate of an undergraduate social science class for educators, and to utilize this information to structure a subsequent class on the same topic. It was hypothesized that a classroom climate more closely approaching an "ideal^ one would facilitate better course appreciation, involvement, and attendance. Modifications in course social climate as suggested by "Class A" markedly improved the social climate of "Class B" as reported by class members. Improved congruence between real and ideal climates was linked to significantly greater appreciation of class functioning, class content, overall course appreciation, and greater class attendance. As students reported similar amounts of task orientation in each class, it was argued the classroom social climate may contribute an independent and malleable feature of the classroom setting which an instructor can use to his/her advantage.     

大学MOODLE混合式教学模式的构建与应用

根据无机化学课程的特点,对试验班采用Moodle混合式教学法,对照班采用传统课堂讲授法。试验后,试验班与对照班相比,其期末考试成绩、学习态度、学习动力均具有统计学意义(P<0.01);试验班试验前后相比,其考试成绩、学习态度、学习动力差异均具有统计学意义(P<0.01);通过对试验班的教学评价调查,结果表明,Moodle混合式教学模式能较好地提高学生的学习信心、激发学生的学习动力,90%以上的学生均认可Moodle混合式教学模式,在高校值得推广。     

Computer-based instruction’s (CBI) rediscovered role in K-12: An evaluation case study of one high school’s use of CBI to improve pass rates on high-stakes tests

Patriot High School (PHS) adopted a remediation strategy to help its 10th-grade students at risk of failing the Math portion of MCAS, the state’s end of year competency exam. The centerpiece of that strategy was a computer-based instructional (CBI) course. PHS used a commercially available CBI product to align the course content with the competencies covered on the MCAS exam. This case study examines the overall effectiveness of the PHS strategies, and in particular, the role of CBI. Participant MCAS scores and CBI performance (measured by module-mastery data) are analyzed, and an interview with the course instructor is summarized. Finally, PHS scores were compared to the overall state MCAS scores for the same years. Overall scores of all 10th graders increased significantly compared to their 8th-grade scores, students who participated in the CBI course improved more than the students who did not. The passing rate at PHS improved from 40% in 1999 to 84% in 2001, compared to an improvement of from 47% to 75% statewide. A significant correlation was identified between the MCAS scores and the program usage data, with student CBI module mastery correlated with higher MCAS scores. Overall, the instructor was positive about the impact of the course and believed that the course gave many under-performers a chance to succeed when more traditional methods had failed. It seems likely that CBI contributed to PHS’s success. Although we report herein on just one case, we argue that CBI might play an important a role in the high stakes test environment in the USA and eleswhere.

Effects of implementing flipped classroom elements and dynamic in‐class discussion on student performance

In a Food Processing–Unit Operations course, students learn the basic equipment that comprises unit operations and techniques commonly used in the food industry to prepare, process, and preserve a variety of food products. Due to the complexity of these operations, students frequently struggle with applying food processing principles to predict how unit operations influence the physical, biochemical, sensory, and nutritional properties of foods. This study is designed to evaluate how pre‐class readings and in‐class group activities improve the students’ learning in a Food Processing course. The survey after the exams shows that 48 and 60% of students agree that reading assignments and in‐class group activities help them understand the course material better, respectively. The mean value of exam scores shows that the students in the intervention section (Spring 2018) had significantly higher scores (88.4%) than that of the two previous sections without intervention (77.6%, Spring 2016 and 82.8%, Spring 2017) (P < .05). It is concluded that using a flipped class element like providing reading assignments and quizzes before the lecture can be an effective preparation technique for students as well as providing the instructors with critical insight into the students’ level of understanding before the lecture. This allows the instructor to focus time spent in class on areas in which students struggle the most.     

Classroom Communication: The Influence of Instructor Self-disclosure on Student Evaluations

This study examines the influence of aspects of naturally occurring instructor self-disclosure (intent, amount, positiveness, depth, and honesty) on students’ evaluations of their current instructor. Female college students (N?=?333) completed measures of their evaluation of their instructor and perceptions of the instructor's self-disclosure in the classroom. The findings partially replicate those from a study of hypothetical instructor self-disclosure (Sorensen, Communication Education, 38, 259–276, 1989) in that instructor self-disclosure that was perceived to be more honest, positive, and intentional was associated with more positive evaluations of the instructor. The disclosure-liking hypothesis which predicts that greater amounts of instructor self-disclosure would be positively associated with evaluations was not supported. These results may serve as a guideline for instructors’ classroom communication about themselves.     

Instructor Reputation and Student Ratings of Instruction

The purpose of this study was to examine the association between instructor reputation, as perceived by students, and student evaluations of the instructor and course. A total of 754 students from 39 classes participated in the study. Based on what students claimed to have heard about the instructor prior to enrolling in the course, they were classified into one of three groups: positive reputation, no information, and negative reputation. Using these groupings, two analyses were performed. In the first, mean overall ratings for the instructor and course were calculated and presented by class. In the second, both instructor and course ratings were modeled using multilevel regression. Results show large mean differences in both instructor and course ratings between the positive and negative reputation groups. More specifically, students who heard positive information regarding the instructor's reputation rated both the instructor and course higher than students who heard negative information about the instructor.     

Diplomas for learning, not seat time: the impacts of New York Regents examinations

Economic theory predicts that improvements in signaling of achievement generated by external exit examination systems will (1) result in students learning more and this in turn will (2) enable them to get better paying jobs. Since New York State had the only statewide curriculum-based external exit exam system in the nation in the early 1990s, hypothesis 1 predicts that New York students should out perform socio-economically comparable students from other states. Cross section analysis of mean 8th grade NAEP math scores and SAT-I scores found that New York students were indeed about one grade level equivalent ahead of where one would expect given their socio-economic background. A similar analysis of dropout rate data found no differences between New York and other states. Hypothesis 2 was tested in HSB and NLS-88 data. Female students who reported that their high school required they pass a minimum competency exam in order to graduate were paid significantly more after they graduated from high school. Men did not earn more but did get a higher hourly wage.     

Prescribed active learning increases performance in introductory biology

We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises.     

Changing the guard: Staff turnover as a source of variation in test results

Due to variation in test difficulty, the use of pre-fixed cut-off scores in criterion-referenced standard setting methods may lead to variation in grades and pass rates. This paper aims to empirically investigate the strength of this relationship. To this end we examine a dataset of over 500 observations from an institution of higher education in The Netherlands over the period 2008–2013. We measure variation in test difficulty by using students’ perceptions of the validity of the examination and by recording personnel changes in the primary instructor. The latter measure is based on the considerable variation in teachers’ ability to assess test difficulty that is found in the literature. Other explanatory variables are course evaluations, instructor evaluations and self-reported study time. Variation in student quality is controlled for by measuring course results in deviation from the cohort average. We take a panel approach in estimating the effect of the explanatory variables on the variability in grades and pass rates. Our findings indicate that exam validity and instructor change are significantly related to variation in test results. The latter finding supports the hypothesis that instructors’ difficulty in assessing test difficulty may introduce subjectivity in criterion-referenced standard setting methods.     

The relationship between psychological identification with instructors and student ratings of college courses

Drawing upon Freud's seminal discussion of psychological identification vis-a-vis group psychodynamics, this study investigated the relationship between degree of student identification with an instructor and students' ratings of instructional effectiveness. Specifically, it was hypothesized that students who highly identify with their instructor will rate the course more favorably, perceive greater progress on their part toward course related objectives, and report higher motivation to learn than students who do not identify with their instructor. Using a 50 item personality trait Q-sample, 96 undergraduates from eight different courses taught by three different instructors were asked to describe the instructor, their actual self, and their ideal self; Q-sorts for the instructor and ideal self were correlated separately for each student as the measure of identification. Instructional effectiveness was assessed using the Kansas State IDEA form. Correlational and path analyses of the data provided support for the hypothesis. Results are discussed in light of the unique contribution made by the traditional notion of identification to instructional outcomes and evaluation.     

MARI: Motivator and Response Indicator

The theory of learning indicates that students would learn more efficiently if they were reinforced as soon as they made the correct response to a new concept. A simple device (MARI) for giving students immediate reinforcement within a class period was designed, built, and tested in actual classrooms. Not only would MARI reinforce the student when he made the correct answer but it would also indicate to the instructor the percentage of the class responding correctly. The merit of this teaching aid was evaluated in terms of the usual hour tests, by comparing the achievement of students in classes using MARI with control groups not using MARI. The first year the results were statistically highly significant in favor of using it. Later results were not. Yet it is strongly believed that some such device could be designed which would enchance classroom learning and that other experiments should be conducted.     

The Effects of Different Instructions on Student Ratings of University Courses and Teachers

Abstract

The purposes of the present study were to investigate the influence of three sets of instructions, class level, and academic rank on teacher/course evaluation by student raters. Students did not differ in their teacher/course evaluation ratings when the instructions specified the evaluation results would be used: (a) only by the instructor, (b) by the administration, or (c) by students for course selection purposes. The evaluation of graduate courses did not differ from that of undergraduate courses. A statistical difference was found between the academic ranks examined. Specifically, graduate teaching assistants received higher ratings than did either assistant or full professors.     

Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class

Collaborative testing has been shown to improve performance but not always content retention. In this study, we investigated whether collaborative testing could improve both performance and content retention in a large, introductory biology course. Students were semirandomly divided into two groups based on their performances on exam 1. Each group contained equal numbers of students scoring in each grade category (“A”–“F”) on exam 1. All students completed each of the four exams of the semester as individuals. For exam 2, one group took the exam a second time in small groups immediately following the individually administered test. The other group followed this same format for exam 3. Individual and group exam scores were compared to determine differences in performance. All but exam 1 contained a subset of cumulative questions from the previous exam. Performances on the cumulative questions for exams 3 and 4 were compared for the two groups to determine whether there were significant differences in content retention. Even though group test scores were significantly higher than individual test scores, students who participated in collaborative testing performed no differently on cumulative questions than students who took the previous exam as individuals.     

The Effects of Videoconferencing,Class Size,and Learner Characteristics on Training Outcomes

ABSTRACT We examined direct and interaction effects of learners' characteristics (cognitive ability, prior knowledge, prior experience, and motivation to learn) and classroom characteristics (videoconferencing and class size) on learning from a 16-week course. A 2times2 quasi-experimental design varied the class size between large (∼60 students) and small (∼30 students) and between traditional classes with the instructor always present and classes taught using a videoconferencing system with the instructor present at each site every other week. Theory regarding instructor immediacy was used to predict that larger and videoconferenced classes would have negative effects on learner reactions and learning, but that highly motivated learners would overcome the negative effects on learning. Interactions between videoconferencing and motivation to learn, and class size and motivation to learn, were found in support of the theory. Research and practice implications are discussed.     

Comparing Student Evaluations of Distance Learning and Standard Classroom Courses in Graduate Social Work Education

Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.