Embedded Formative E-Assessment: Who Benefits, Who Falters
ARTICLE
Mina C. Johnson-Glenberg
Educational Media International Volume 47, Number 2, ISSN 0952-3987
Abstract
This research examined the impact of formative quizzes on e-learning designed to teach volunteers how to tutor struggling readers. Three research questions were addressed: (1) Do embedded quizzes facilitate learning of e-content? (2) Does the announcement of upcoming quizzes affect learning? (3) Does prior knowledge interact with quizzing and learning? Participants (n=178) were randomly assigned to condition: (1) no warning, no quiz (control), (2) no warning, quiz, and (3) warning, quiz. Users demonstrated significant learning gains. A predicted main effect for quiz warning was not supported. However, the effect of quizzes on learning was significantly moderated by the amount of prior experience. Low experience tutors learned significantly more when quizzes were embedded compared with expert tutors--a classic expertise reversal effect. A new neurocognitive interpretation for this effect is presented, as well as a call for more "stealthy" assessments that take into account novelty and the learner's zone of proximal development. (Contains 4 figures, 4 tables and 4 notes.)
Citation
Johnson-Glenberg, M.C. (2010). Embedded Formative E-Assessment: Who Benefits, Who Falters. Educational Media International, 47(2), 153-171. Retrieved August 8, 2024 from https://www.learntechlib.org/p/107126/.
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Keywords
- adult learning
- adults
- Cognitive Processes
- Computer Assisted Instruction
- Computer Assisted Testing
- Computer Software
- Correlation
- Difficulty Level
- electronic learning
- Expertise
- Formative Evaluation
- Hypothesis Testing
- instructional design
- Instructional Effectiveness
- Middle School Students
- Pretests Posttests
- PRIOR LEARNING
- Reading Instruction
- testing
- Training Methods
- tutor training
- Tutorial Programs
- tutoring
- tutors
- Volunteer Training
- Volunteers
Cited By
View References & Citations Map-
Investigating the Impact of Embedded Questions in Online Presentations in a Hybrid Undergraduate Educational Psychology Course
Jane Kenney & Michelle Fisher, West Chester University of Pennsylvania, United States
EdMedia + Innovate Learning 2017 (Jun 20, 2017) pp. 850–853
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