In other cases, students have deficits in procedural knowledge – the how of learning – which some have called self-regulated learning –. On entering college, many students lack the basic content knowledge that is needed for the mastery of courses in math, science, and other disciplines. colleges have sounded widespread alarm about the level of college preparation provided by high schools, especially for students from economically disadvantaged backgrounds –. Recent figures regarding graduation rates at U.S. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.Ĭompeting interests: The authors have declared that no competing interests exist. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.įunding: Portions of this project were funded by the University of Texas at Austin Course Transformation Program ( ), the Army Research Institute (W5J9CQ-12-C-0043), and the National Science Foundation (NSCC-0904913). Received: Accepted: OctoPublished: November 20, 2013Ĭopyright: © 2013 Pennebaker et al. PLoS ONE 8(11):Įditor: Manuel João Costa, University of Minho, Portugal ![]() These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.Ĭitation: Pennebaker JW, Gosling SD, Ferrell JD (2013) Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. An in-class computer-based system, that included daily online testing, was introduced to two large university classes.
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