How Does Student Performance on Formative Assessments Relate to Learning Assessed by Exams?by: Gary Smith

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A retrospective analysis examines the relationships between formative assessments and exam grades in two undergraduate geoscience courses. Pair and group-work grades correlate weakly with individual exam grades. Exam performance correlates to individual, weekly online assessments. Student attendance and use of assessment feedback are also essential factors.

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  • on Tue Mar 15, 2011 9:45 PM

This article examines the relationships between formative assessments and exam grades. The research suggests (Wergin1988; Black and Wiliam 2004), that that frequent formative assessment increases student content comprehension and achievement of learning outcomes. The premise tested was to see if these assessments relate to student performance on infrequent exams that describe the actual learning accomplished at a particular time in the course? Students were provided with formative assessment which was in paired and group work in two undergraduate courses geosciences courses in a major university. A statistical retrospect was done. The results are interesting but you will have to read this article to learn what they are.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

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