point recapture: learning from exams

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Point Recapture: Learning from Exams Point Recapture: Learning from Exams ABSTRACT Too often instructors use exams for assessment only. They can serve a far more instructive role as well. Students will learn to hate and fear exams less if they are an avenue toward learning rather than merely a tool for weeding out good test takers from bad. Championed by many outstanding educators whose emphasis is on student learning (examples - Susan Gron at University of Delaware, Robin Wright at University of Minnesota), opportunities for point recapture AFTER an exam enable students to do more than bring up their grade. Designed purposefully, point recapture opportunities facilitate better comprehension of course concepts AND better habits of mind for students future taking experiences. EffectofPEA on Exam Improvem ent -8.00 -6.00 -4.00 -2.00 0.00 2.00 4.00 6.00 ex1 to ex2 ex1 to ex 3 ex 1 to final exam pairs P E A perform ed P E A notperform ed N otoffered Am ountearned in P E A correlates w ith percentim provem entin exam s -100 -80 -60 -40 -20 0 20 40 60 0.00 5.00 10.00 15.00 20.00 25.00 points earned back Correlation coefficient = 0.215 N = 1424 N = 1583 N = 655 N = 639 TESTIMONIAL To “What aspects of this class contributed most to your learning?”: “Incentives [like] exam extra credit”. “The Post Exam Analysis. I’m a junior and no other class I have ever taken at the UW offered anything remotely like the [PEA]. It gave me the opportunity to see what mistakes I did instead of just seeing my grade and how I did.” “The chance to assess our midterm and get some points back as well as to learn from our mistakes in The “Assignment” In the hands of Martin-Morris and Wright, point recapture is called a Post Exam Analysis (PEA). It is much more than an exam correction. To earn 25% of missed exam points , a student must: THE DATA WHY BOTHER? STUDENTS Develop better classroom skills (more attentive, better attendance, get notes from friends) Develop better study skills (Figure out where testable material comes from) Develop better test-taking skills (read question more carefully, look at point value) Get points back INSTRUCTORS Minimize grade complaints Lighten grading load on subsequent exams Encourage more retention of material Enable students toward self- accountability Lessen grade impact to poor test-takers Because we should care The percent of improvement is positively correlated with the number of points a student earns back Students who perform exam analysis fair better on subsequent exams than those who choose not to. 1. Find the right answer 2. Report where then answer was found (in lecture notes, lab manual, text book) 3. Describe why the answer lost credit (incomplete, off-track, or simply didn’t know) 4. And how the student might work to avoid a similar mistake on the final (get notes missed, read the question thoroughly) Linda Martin-Morris; Biology

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Correlation coefficient = 0.215 N = 1424. Point Recapture: Learning from Exams. Linda Martin-Morris; Biology. The “Assignment” - PowerPoint PPT Presentation

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Page 1: Point Recapture:  Learning from Exams

Point Recapture: Learning from ExamsPoint Recapture: Learning from Exams

ABSTRACT

Too often instructors use exams for assessment only. They can serve a far more instructive role as well. Students will learn to hate and fear exams less if they are an avenue toward learning rather than merely a tool for weeding out good test takers from bad. Championed by many outstanding educators whose emphasis is on student learning (examples - Susan Gron at University of Delaware, Robin Wright at University of Minnesota), opportunities for point recapture AFTER an exam enable students to do more than bring up their grade. Designed purposefully, point recapture opportunities facilitate better comprehension of course concepts AND better habits of mind for students future exam preparation and exam-taking experiences.

Effect of PEA on Exam Improvement

-8.00

-6.00

-4.00

-2.00

0.00

2.00

4.00

6.00

ex1 to ex2 ex1 to ex 3 ex 1 to final

exam pairs

percent improvement

PEA performed

PEA not performed

Not offered

Amount earned in PEA correlates with percent improvement in exams

-100

-80

-60

-40

-20

0

20

40

60

0.00 5.00 10.00 15.00 20.00 25.00

points earned back

percent improvement

Correlation coefficient = 0.215

N = 1424

N = 1583

N = 655

N = 639

TESTIMONIAL

To “What aspects of this class contributed most to your learning?”:

“Incentives [like] exam extra credit”.

“The Post Exam Analysis. I’m a junior and no other class I have ever taken at the UW offered anything remotely like the [PEA]. It gave me the opportunity to see what mistakes I did instead of just seeing my grade and how I did.”

“The chance to assess our midterm and get some points back as well as to learn from our mistakes in preparation for the final.”

The “Assignment”

In the hands of Martin-Morris and Wright, point recapture is called a Post Exam Analysis (PEA). It is much more than an exam correction. To earn 25% of missed exam points, a student must:

THE DATA

WHY BOTHER?

STUDENTS

Develop better classroom skills (more attentive, better attendance, get notes from friends)Develop better study skills (Figure out where testable material comes from)Develop better test-taking skills (read question more carefully, look at point value)Get points back

INSTRUCTORS

Minimize grade complaintsLighten grading load on subsequent examsEncourage more retention of materialEnable students toward self-accountabilityLessen grade impact to poor test-takersBecause we should care

The percent of improvement is positively correlated with the number of points a student earns back Students who perform exam analysis fair better on subsequent exams than those who choose not to.

1. Find the right answer

2. Report where then answer was found (in lecture notes, lab manual, text book)

3. Describe why the answer lost credit (incomplete, off-track, or simply didn’t know)

4. And how the student might work to avoid a similar mistake on the final (get notes missed, read the question thoroughly)

Linda Martin-Morris; Biology