Analysis of Frequency of Tests and Varying Feedback Delays in College Mathematics Achievement

Sixteen beginning analytic geometry and calculus classes (442 students) followed eight testing regimes for one academic quarter. Three aptitude subgroups were identified in each class. Classes to which daily quizzes were given achieved significantly higher on a specially constructed test than those...

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Published inCollege Student Journal Vol. 9; no. 1; p. 32
Main Authors Townsend, Neal R, Wheatley, Grayson H
Format Journal Article
LanguageEnglish
Published 1975
Subjects
Academic Achievement
Behavioral Objectives
College Instruction
Educational Assessment
Feedback
Higher Education
Motivation
Reinforcement
Research Projects
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Abstract Sixteen beginning analytic geometry and calculus classes (442 students) followed eight testing regimes for one academic quarter. Three aptitude subgroups were identified in each class. Classes to which daily quizzes were given achieved significantly higher on a specially constructed test than those which had only a single midterm examination. (Author)
AbstractList Sixteen beginning analytic geometry and calculus classes (442 students) followed eight testing regimes for one academic quarter. Three aptitude subgroups were identified in each class. Classes to which daily quizzes were given achieved significantly higher on a specially constructed test than those which had only a single midterm examination. (Author)
Author Townsend, Neal R
Wheatley, Grayson H
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Snippet Sixteen beginning analytic geometry and calculus classes (442 students) followed eight testing regimes for one academic quarter. Three aptitude subgroups were...
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StartPage 32
SubjectTerms Academic Achievement
Behavioral Objectives
College Instruction
Educational Assessment
Feedback
Higher Education
Motivation
Reinforcement
Research Projects
Title Analysis of Frequency of Tests and Varying Feedback Delays in College Mathematics Achievement
URI http://eric.ed.gov/ERICWebPortal/detail?accno=EJ120700
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