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Self-Reported Impacts of a Low-Risk ...

Kamin, Jeremy.

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Self-Reported Impacts of a Low-Risk Testing System on Student Learning Experiences.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Self-Reported Impacts of a Low-Risk Testing System on Student Learning Experiences./
Author:	Kamin, Jeremy.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
Description:	164 p.
Notes:	Source: Masters Abstracts International, Volume: 84-04.
Contained By:	Masters Abstracts International84-04.
Subject:	Educational tests & measurements. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29320807
ISBN:	9798845423511

Self-Reported Impacts of a Low-Risk Testing System on Student Learning Experiences.
Kamin, Jeremy.

Self-Reported Impacts of a Low-Risk Testing System on Student Learning Experiences. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 164 p.

Source: Masters Abstracts International, Volume: 84-04.

Thesis (M.S.)--New Mexico State University, 2022.

This item must not be sold to any third party vendors.

We explore the effects a novel exam framing, which we refer to as ``Low-Risk Testing,'' on student learning experiences in an Intermediate Mathematical Methods physics class at New Mexico State University. While the traditional In-Class Timed Exam confronts students with a high-stakes, make-or-break assessment, the framework of Low-Risk Testing we present here seeks to bracket the In-Class Timed Exam with a transparent Practice Exam completed in class beforehand, and a take-home Post-Exam Practice Assignment afterwards. The Post-Exam Practice Assignment, which like the In-Class Timed Exam is graded for correctness, can be used to recover a percentage of lost points on the In-Class Timed Exam. Student responses were obtained through recorded and transcribed interviews during and after the semester. Participants' self-reported experiences revealed common themes of Anxiety, Alignment with course materials, Time, and Metacognition. Students reported significant benefits to overcoming their anxiety from using the Low-Risk Testing (LRT) system, as well as significant benefits from the broader Alignment of the exam sequence with other integrated course components. We regard both LRT and Alignment as two integrated components of a single course-design paradigm, which we refer to as the Alignment and Low-Risk Testing (ALRT) system. Based on these results, we envision further refinements of the ALRT system and potential quantitative metrics which could be used to measure its impact in future studies.

ISBN: 9798845423511Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Physics education research

Self-Reported Impacts of a Low-Risk Testing System on Student Learning Experiences.
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