![]() ![]() Introduction and background Testing is generally cited as a potential learning tool, however testing effects are weakened depending on students’ access and use of feedback from testing ( Dunlosky et al., 2013). ![]() The results of the student surveys are detailed and implementation strategies for using IF-AT® forms for chemistry testing are also outlined in this article. Students’ perceptions on using the IF-AT® forms and how it influenced their thinking were gathered from a 16-item survey. Knowing that negative student perceptions of innovative classroom techniques can create roadblocks, this research focused on gathering student responses to using IF-AT® forms for testing in general chemistry 1 and organic chemistry 2 classes at several institutions. ![]() Studies with introductory psychology students supported both perceived and real student learning gains when this form was used with testing. The immediate feedback assessment technique (IF-AT®) form allows students to receive feedback on their answers during a testing event. Feedback is an important aspect of the learning process. ![]()
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