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Sample records for quizzes quizzes quiz

  1. The Effect of Announced Quizzes on Exam Performance: Quiz Content

    ERIC Educational Resources Information Center

    Azorlosa, Julian L.

    2012-01-01

    I administered quizzes to two sections of a course named "The Psychology of Learning." There were three multiple choice exams during the semester. Quizzes were given between exam 1 and exam 2. For one section, (lecture) quizzes occurred after the material had been covered in lecture. For the other section, quizzes were based on material not yet…

  2. Online Quizzes for Distance Learning of Mathematics

    ERIC Educational Resources Information Center

    Lowe, Tim W.

    2015-01-01

    In this article, the use of formative and summative online quizzes within a distance learning introductory mathematics module at the UK Open University is described. The rational for introducing such quizzes is outlined, together with how the quizzes are embedded within the module. The use of the quizzes by students is analysed, in terms of the…

  3. A Comparison of In-Class Quizzes vs. Online Quizzes on Student Exam Performance.

    ERIC Educational Resources Information Center

    Derouza, Eros; Fleming, Matthew

    2003-01-01

    Compared undergraduates who took online quizzes using Mallard with students taking traditional paper-and-pencil quizzes. Found that Mallard students performed significantly better on in-class exams than non-Mallard students. (EV)

  4. Do Weekly Quizzes Improve Student Performance on General Biology Exams?

    ERIC Educational Resources Information Center

    Haberyan, Kurt A.

    2003-01-01

    Evaluates the impact of quizzes on student performance among non-biology major freshmen. Administers weekly quizzes and compares with the control group who experience no quizzes. Reports no significant improvement in exam scores. (YDS)

  5. Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course.

    PubMed

    McNulty, John A; Espiritu, Baltazar R; Hoyt, Amy E; Ensminger, David C; Chandrasekhar, Arcot J

    2015-01-01

    Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. We conducted two separate studies to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. In the first study, providing a single on-line practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r = 0.42 and r = 0.24). When students were provided multiple practice quizzes with feedback (second study), there were weak correlations between the frequency of use and performance on each summative examination (r = 0.17 and r = 0.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes over time. We conclude that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations. PMID:24596276

  6. The Effect of Announced Quizzes on Exam Performance: II

    ERIC Educational Resources Information Center

    Azorlosa, Julian L.

    2011-01-01

    I administered announced, multiple-choice quizzes to 1 of 2 sections of a Psychology of Learning class in each of 2 consecutive fall semesters. The quizzes were administered between the first and second exams which were also multiple-choice. Quizzes were discontinued after the second exam. After the second exam, students completed a questionnaire…

  7. Student Performance in Online Quizzes as a Function of Time in Undergraduate Financial Management Courses

    ERIC Educational Resources Information Center

    Schnusenberg, Oliver

    2009-01-01

    An interesting research question in light of recent technological developments is an investigation of the relationship between the time remaining to complete online quizzes and quiz scores. The data consist of over 4,000 individual quiz scores for six sections of Financial Management at The University of North Florida taught between the Summer of…

  8. Ungraded Pop Quizzes: Test-Enhanced Learning without All the Anxiety

    ERIC Educational Resources Information Center

    Khanna, Maya M.

    2015-01-01

    In this study, I examined the impact of periodic pop quizzes on cumulative final exam scores. Specifically, I compared the impact of using no quizzes, graded quizzes, and ungraded quizzes on final exam scores of introductory psychology students. Quizzed students also completed a survey with questions probing how the students felt about the…

  9. Online Quizzes Promote Inconsistent Improvements on In-Class Test Performance in Introductory Anatomy and Physiology

    ERIC Educational Resources Information Center

    Brown, Gregory A.; Bice, Matthew R.; Shaw, Brandon S.; Shaw, Ina

    2015-01-01

    Review quizzes can provide students with feedback and assist in the preparation for in-class tests, but students often do not voluntarily use self-testing resources. The purpose of the present study was to evaluate if taking a mandatory online review quiz alters performance on subsequent in-class tests. During two semesters of a single-semester…

  10. The effect of online quizzes on student achievement in high school chemistry

    NASA Astrophysics Data System (ADS)

    Deeter, Christopher L.

    The idea of student engagement has come to the forefront of the United States educational system over the past decade. Student engagement requires learners to be actively involved in all stages of the learning process. This study focuses on the use of online quizzes in the chemistry classroom as a means to help students become more engaged in their learning outside of the classroom. Students were given three different types of online quizzes over the course of a chemistry chapter. Student scores on end of the chapter examinations was used to determine whether there was a significant difference in the amount of learning that occurred when a student took each of the three types of online quizzes. Students in a private parochial high school chemistry class completed online quizzes over the course of a semester. The quizzes were taken after completing assigned readings from the chemistry text. After each reading, a third of the students took online multiple-choice quizzes, a third took a paragraph quiz, and a third took no quiz. Scores received from end of chapter tests were evaluated to determine if the impact each of the quiz types had on the learning. All statistical analysis was done using SPSS using two-way split plot ANOVA with condition (paragraph, multiple-choice, nothing) as the within subject factor and group (A, B, C) as between subject factor. The data indicates that there was no significance within the condition F (1.877, 90.087) =.996, p>.05, or the interaction results. F (3.754, 90.087) =.509, p>.05. The data indicated that the effect of group was not significant either. F (2, 48) =.981, p>.05. Interviews undertaken to explain this outcome discovered that students did not become engaged with the content until the night before each test. When they did so, they used a teacher-provided study guide as their primary learning tool.

  11. Lessons Learned in the Use of WIRIS Quizzes to Upgrade Moodle to Solve Electrical Circuits

    ERIC Educational Resources Information Center

    Bogarra Rodriguez, S.; Corbalan Fuertes, M.; Font Piera, A.; Plaza Garcia, I.; Solsona, F. J. A.

    2012-01-01

    WIRIS quizzes are an online mathematics tool for educational purposes that upgrade Moodle quizzes and allow the development of personalized quizzes using random data and conditional instructions. WIRIS quizzes can be used in any mathematics or science degree; their complex operators allow it to be used to solve electrical circuits. This tool…

  12. Development of Oral Quizzes in a Multimedia Approach

    ERIC Educational Resources Information Center

    Peterson, Carol J.

    1974-01-01

    A discussion of multi-sensory tutorial instruction in Associate Degree Nursing Education using audio-tutorial instructional system as a model, and oral quizzes as an integral part of the evaluation of students. (Author)

  13. The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non Science Majors

    NASA Astrophysics Data System (ADS)

    Zeilik, Michael; Morris, Vicky J.

    In Astronomy 101 at the University of New Mexico, we carried out a repeated-items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: Did cooperative quizzes result in gains for the class overall? Did these gains "stick" within the semester? In the spring and fall semesters of 2000, students took quizzes individually and in cooperative learning teams, and tests individually. Normalized gain, , on the quizzes averaged about 0.4, and effect size about 0.8 (approximately a 10% increase in class mean score). Repeating selected quiz items on a subsequent test demonstrated that the gain was sustained over a month in both semesters. In addition, we compared demographics of UNM students with those of the National Astronomy Diagnostic Test project. We found that UNM students are similar to the national sample, except in ethnicity (more Hispanic American, fewer White). Based on these results, we judge that our cooperative quiz strategy will likely succeed in other "Astro 101" classes.

  14. Can formative quizzes predict or improve summative exam performance?*

    PubMed Central

    Zhang, Niu; Henderson, Charles N.R.

    2015-01-01

    Objective Despite wide use, the value of formative exams remains unclear. We evaluated the possible benefits of formative assessments in a physical examination course at our chiropractic college. Methods Three hypotheses were examined: (1) Receiving formative quizzes (FQs) will increase summative exam (SX) scores, (2) writing FQ questions will further increase SE scores, and (3) FQs can predict SX scores. Hypotheses were tested across three separate iterations of the class. Results The SX scores for the control group (Class 3) were significantly less than those of Classes 1 and 2, but writing quiz questions and taking FQs (Class 1) did not produce significantly higher SX scores than only taking FQs (Class 2). The FQ scores were significant predictors of SX scores, accounting for 52% of the SX score. Sex, age, academic degrees, and ethnicity were not significant copredictors. Conclusion Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. We concluded that nonthreatening FQs may be used to enhance student learning and suggest that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams. PMID:25517737

  15. Increasing student success using online quizzing in introductory (majors) biology.

    PubMed

    Orr, Rebecca; Foster, Shellene

    2013-01-01

    Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates "desirable difficulties that enhance learning." To determine the effect of utilizing testing as a learning event in the introductory (majors) biology classroom, we used an online homework platform to give required quizzes throughout the course. Analysis of exam grades earned by those taking 100% of pre-exam quizzes indicates that not only does this group have a significantly higher exam average than the group of students who took 0% of the pre-exam quizzes, but they also have a significantly higher exam average than the class average. Through detailed, statistical analysis, the benefit of quizzing is demonstrated to be significant for students of diverse academic abilities. Pre-exam quizzing using an online homework platform is an effective way to increase student performance on exams and allows class time to be utilized for teaching activities. PMID:24006398

  16. Use of unsupervised online quizzes as formative assessment in a medical physiology course: effects of incentives on student participation and performance.

    PubMed

    Kibble, Jonathan

    2007-09-01

    Online quizzes were introduced into a large Medical Physiology class to provide students with formative assessment before midterm and final summative examinations. Use of unsupervised online quizzes was chosen to provide a flexible supplementary learning tool for students without overwhelming a small faculty. Several quiz models were applied, which varied in the availability of course credit points for participation and performance. The aims of the study were to investigate if participation in formative assessment was associated with improved course outcomes, if offering incentives for completing quizzes affected student participation, and if quiz performance was predictive of summative examination outcomes. Results showed that students who elected to use online quizzes performed better in summative examinations. Offering course credit of between 0.5% and 2% per quiz increased student participation. However, evidence was found for widespread inappropriate use of unsupervised online quizzes when incentives for participation were applied. Predictive validity of online quizzes could be demonstrated when comparing the first of several quiz attempts with subsequent summative examination scores. PMID:17848591

  17. The Effects of Pre-Lecture Quizzes on Test Anxiety and Performance in a Statistics Course

    ERIC Educational Resources Information Center

    Brown, Michael J.; Tallon, Jennifer

    2015-01-01

    The purpose of our study was to examine the effects of pre-lecture quizzes in a statistics course. Students (N = 70) from 2 sections of an introductory statistics course served as participants in this study. One section completed pre-lecture quizzes whereas the other section did not. Completing pre-lecture quizzes was associated with improved exam…

  18. Interactive Learning Using Expert System Quizzes on the Internet.

    ERIC Educational Resources Information Center

    Byers, John A.

    1999-01-01

    Describes a software system that allows teachers and students in practically any subject to make interactive expert systems of quizzes on the Internet. Discusses the design of the system, including building a database of questions and answers; integrating text files of questions and answers with JavaScript-HTML pages; and the JavaScript and HTML…

  19. Helping geoscience students improve their numeracy using online quizzes

    NASA Astrophysics Data System (ADS)

    Nuttall, Anne-Marie; Stott, Tim; Sparke, Shaun

    2010-05-01

    This project aims to help geoscience undergraduates improve their competence and confidence in numeracy using online quizzes delivered via the Blackboard virtual learning environment. Numeracy materials are being developed based on actual examples used in a range of modules in the geoscience degree programmes taught at Liverpool John Moores University. This is to ensure the subject relevance which is considered vital to maintaining student interest & motivation. These materials are delivered as a collection of Blackboard quizzes on specific numeracy topics which students can access at any point in their studies, either on or off campus. Feedback and guidance is provided immediately so that a student gains a confidence boost if they get it right or else they can learn where they have gone wrong. It is intended that positive feedback and repetition/reinforcement will help build the confidence in numeracy which so many students seem to lack. The anonymous nature of the delivery means that students avoid the common fear of ‘asking a stupid question' in class, which can hamper their progress. The fact that students can access the quizzes anytime and from anywhere means that they can use the materials flexibly to suit their individual learning needs. In preliminary research, 70% of the students asked felt that they were expected to have greater numeracy skills than they possessed and 65% said that they would use numeracy support materials on Blackboard. Once fully developed and evaluated, the Blackboard quizzes can be opened up to other departments who may wish to use them with their own students.

  20. Team-Based Learning and Open-Book Quizzes: Determining What Works in an Introductory Geoscience Course

    NASA Astrophysics Data System (ADS)

    Teed, R.

    2008-12-01

    . Students no longer brought notes to the group quizzes. In some groups, all individuals gave identical wrong answers to the same questions (and repeated that answer on the group quiz) indicating probable cooperation on the individual quizzes. The average group scores were no longer significantly higher than the average individual scores, indicating less learning, and the groups still had trouble answering questions involving problem-solving or synthesis or comparison of ideas.

  1. Peer instruction improves performance on quizzes.

    PubMed

    Rao, S P; DiCarlo, S E

    2000-12-01

    Peer instruction is a cooperative-learning technique that promotes critical thinking, problem solving, and decision-making skills. Benson's think-pair-share and Mazur's peer-instruction techniques are simple cooperative exercises that promote student's participation in class and increase student's interaction with each other and with the instructor in a large classroom. We borrowed concepts from Benson and Mazur and applied these concepts to enhance student involvement during the respiratory component of the medical physiology class. The medical physiology class consisted of 256 first-year medical students. The peer-instruction technique was used for 10 classes. Each class of 50 min was divided into three or four short presentations of 12-20 min. Each presentation was followed by a one-question, multiple-choice quiz on the subject discussed. Questions ranged from simple recall to those testing complex intellectual activities. Students were given 1 min to think and to record their first answer. Subsequently, students were allowed 1 min to discuss their answers with their classmates and possibly correct their first response. The percentage of correct answers increased significantly (P < 0.05) after discussion for both recall and intellectual questions. These data demonstrate that pausing three to four times during a 50-min class to allow discussion of concepts enhanced the students level of understanding and ability to synthesize and integrate material. PMID:11209565

  2. Effect of Collaborative vs Noncollaborative Quizzes on Examination Scores in a Pharmaceutical Calculations Course

    PubMed Central

    Frosch, Donald R.

    2015-01-01

    Objective. To determine if midterm and final examination scores in a pharmaceutical calculations course differ among students who take weekly quizzes collaboratively, noncollaboratively, or half-collaboratively/half-noncollaboratively (“mixed”). Methods. One hundred twenty-three students enrolled in one of 4 laboratory sections: collaborative, noncollaborative, or mixed sections. Students working noncollaboratively completed a 15-minute quiz at the end of weekly laboratories. Students working collaboratively were randomly allocated into groups of 4 and worked independently for 5 minutes before working collaboratively for 10 minutes. Students in mixed sections worked collaboratively during one half of the semester and noncollaboratively during the other half of the semester in a crossover design to control for order effect. All students took midterm and final examinations independently. Results. Mean scores for a pretest did not significantly differ between the 4 laboratory sections at the study’s onset. Multivariate analysis of variance (MANOVA) revealed a significant multivariate effect for the 9 laboratory quizzes in relation to group assignment. Mean scores on the midterm examination did not significantly differ between collaborative and noncollaborative groups. On the final examination, the two mixed groups significantly outperformed the collaborative group, but did not significantly differ from one another or from the noncollaborative group. Conclusion. Peer collaboration improves quiz scores, is favorably perceived by students and enhances their course satisfaction, but does not improve subsequent performance on midterm and final examinations taken noncollaboratively. PMID:26396275

  3. The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course

    PubMed Central

    Johnson, Bethany C.; Kiviniemi, Marc T.

    2009-01-01

    Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

  4. The Effect of Online Chapter Quizzes on Exam Performance in an Undergraduate Social Psychology Course.

    PubMed

    Johnson, Bethany C; Kiviniemi, Marc T

    2009-01-01

    Assigned textbook readings are a common requirement in undergraduate courses, but students often do not complete reading assignments or do not do so until immediately before an exam. This may have detrimental effects on learning and course performance. Regularly scheduled quizzes on reading material may increase completion of reading assignments and therefore course performance. This study examined the effectiveness of compulsory, mastery-based, weekly reading quizzes as a means of improving exam and course performance. Completion of reading quizzes was related to both better exam and course performance. The discussion includes recommendations for the use of quizzes in undergraduate courses. PMID:20046908

  5. Random learning units using WIRIS quizzes in Moodle

    NASA Astrophysics Data System (ADS)

    Mora, Ángel; Mérida, Enrique; Eixarch, Ramon

    2011-09-01

    Moodle is an extended learning management system for developing learning units, including mathematically-based subjects. A wide variety of material can be developed in Moodle which contains facilities for forums, questionnaires, lessons, tasks, wikis, glossaries and chats. Therefore, the Moodle platform provides a meeting point for those working in a mathematics course. Mathematics requires special materials and activities: The material must include mathematical objects and the activities included in the virtual course must be able to do mathematical computations. WIRIS is a powerful software for educational environments. It has libraries for calculus, algebra, geometry and much more. In this article, examples showing the use of WIRIS in numerical methods and examples of using a new tool, WIRIS quizzes, are illustrated. By enhancing Moodle with WIRIS, we can add random learning questions to modules. Moodle has a simpler version of this capability, but WIRIS extends the method in which the random material is presented to the students. Random objects can appear in a question, in a variable of a question, in a plot or in the definition of a mathematical object. This article illustrates material prepared for numerical methods using a WIRIS library integrated in WIRIS quizzes. As a result, WIRIS in Moodle can be considered as a global solution for mathematics education.

  6. Alcohol Problems and Depression in Later Life: Development of Two Knowledge Quizzes.

    ERIC Educational Resources Information Center

    Pratt, Clara C.; And Others

    1992-01-01

    Notes that effective measures of knowledge about mental health in later life are valuable in needs assessments and educational program evaluations. Describes development of two short, true/false quizzes, one on alcohol problems, other on depression and suicide in later life. Discusses usefulness of quizzes in planning and evaluating community…

  7. Practice (Rather than Graded) Quizzes, with Answers, May Increase Introductory Psychology Exam Performance

    ERIC Educational Resources Information Center

    Wickline, Virginia B.; Spektor, Valeriya G.

    2011-01-01

    The authors investigated whether practice (or graded) quizzes, with or without provision of correct answers, would be more beneficial for introductory psychology exam performance. In six sections (N = 249) of an introductory psychology class, taught by the same professor, different approaches to quizzes were applied across sections to measure…

  8. Recurrent Online Quizzes: Ubiquitous Tools for Promoting Student Presence, Participation and Performance

    ERIC Educational Resources Information Center

    DePaolo, Concetta A.; Wilkinson, Kelly

    2014-01-01

    We present the idea of recurrent, in-class online quizzes as an effective and efficient way to promote student attendance (presence), engagement (participation) and to provide formative assessment (to enhance performance) within a face-to-face course. Quizzes during each class meeting encourage students to attend class regularly and participate…

  9. Using Reading Quizzes in STEM Classes--The What, Why, and How

    ERIC Educational Resources Information Center

    Hodges, Linda C.; Anderson, Eric C.; Carpenter, Tara S.; Cui, Lili; Gierasch, Tiffany Malinky; Leupen, Sarah; Nanes, Kalman M.; Wagner, Cynthia R.

    2015-01-01

    Many active learning pedagogies depend on students' preparing for class in advance. One common method for holding students accountable for this preparation is the use of reading quizzes. When used thoughtfully, reading quizzes can also actually promote student learning through the testing effect. In this article we describe why and how we use…

  10. The Impact of Cooperative Quizzes in a Large Introductory Astronomy Course for Non-Science Majors

    ERIC Educational Resources Information Center

    Zeilik, Michael; Morris, Vicky J.

    2004-01-01

    In Astronomy 101 at the University of New Mexico, we carried out a repeated-items experiment on quizzes and tests to investigate the impact of cooperative testing. This trial was the only change in a reformed course format that had been refined over previous semesters. Our research questions were: (1) Did cooperative quizzes result in gains for…

  11. The Effect of Short Formative Diagnostic Web Quizzes with Minimal Feedback

    ERIC Educational Resources Information Center

    Balter, Olle; Enstrom, Emma; Klingenberg, Bernhard

    2013-01-01

    To help students gauge their understanding of basic concepts and encourage good study habits, we administered short online quizzes that use generic questions in the crucial first few weeks of a course. The purpose of the study was to investigate whether the combination of these web quizzes with generic questions with only binary feedback (right or…

  12. The Use of Formative Online Quizzes to Enhance Class Preparation and Scores on Summative Exams

    ERIC Educational Resources Information Center

    Dobson, John L.

    2008-01-01

    Online quizzes were introduced into an undergraduate Exercise Physiology course to encourage students to read ahead and think critically about the course material before coming to class. The purpose of the study was to determine if the use of the online quizzes was associated with improvements in summative exam scores and if the online quizzes…

  13. The Effect of Frequent Quizzes on Short- and Long-Term Academic Performance.

    ERIC Educational Resources Information Center

    Geist, James R.; Soehren, Stephen E.

    1997-01-01

    This study examined effects of frequent quizzes on dental student performance in a course on introductory radiology. Results indicated the group (N=36) with frequent quizzes performed significantly better than the control group (n=35) on midterm and final examinations (but not post-tests), and assessed course content and instructor more…

  14. Does Structured Quizzing with Process Specific Feedback Lead to Learning Gains in an Active Learning Geoscience Classroom?

    NASA Astrophysics Data System (ADS)

    Palsole, S.; Serpa, L. F.

    2013-12-01

    There is a great realization that efficient teaching in the geosciences has the potential to have far reaching effects in outreach to decision and policy makers (Herbert, 2006; Manduca & Mogk, 2006). This research in turn informs educators that the geosciences by the virtue of their highly integrative nature play an important role in serving as an entry point into STEM disciplines and helping developing a new cadre of geoscientists, scientists and a general population with an understanding of science. Keeping these goals in mind we set to design introductory geoscience courses for non-majors and majors that move away from the traditional lecture models which don't necessarily contribute well to knowledge building and retention ((Handelsman et al., 2007; Hake, 1997) to a blended active learning classroom where basic concepts and didactic information is acquired online via webquests, lecturettes and virtual field trips and the face to face portions of the class are focused on problem solving exercises. The traditional way to ensure that students are prepared for the in-class activity is to have the students take a quiz online to demonstrate basic competency. In the process of redesign, we decided to leverage the technology to build quizzes that are highly structured and map to a process (formation of divergent boundaries for example) or sets of earth processes that we needed the students to know before in-class activities. The quizzes can be taken multiple times and provide process specific feedback, thus serving as a heuristic to the students to ensure they have acquired the necessary competency. The heuristic quizzes were developed and deployed over a year with the student data driving the redesign process to ensure synchronicity. Preliminary data analysis indicates a positive correlation between higher student scores on in-class application exercises and time spent on the process quizzes. An assessment of learning gains also indicate a higher degree of self

  15. Quiz Making Activities Using the Multi-Mouse Quiz System in an Elementary School

    ERIC Educational Resources Information Center

    Zhou, Juan; Mori, Mikihiko; Ueda, Hiroshi; Kita, Hajime

    2013-01-01

    The Multi-Mouse Quiz System is an application used to treat quizzes in a classroom or other learning environment. The system comprises the Multi Mouse Quiz (MMQ) and MMQEditor. The MMQ is an application of Single Display Groupware (SDG), which enables multiple users to answer quizzes by connecting several mice to an ordinary computer. The…

  16. Temporal Patterns of Behavior from the Scheduling of Psychology Quizzes

    ERIC Educational Resources Information Center

    Jarmolowicz, David P.; Hayashi, Yusuke; St. Peter Pipkin, Claire

    2010-01-01

    Temporal patterns of behavior have been observed in real-life performances such as bill passing in the U.S. Congress, in-class studying, and quiz taking. However, the practical utility of understanding these patterns has not been evaluated. The current study demonstrated the presence of temporal patterns of quiz taking in a university-level…

  17. Test-Enhanced Learning in the Classroom: Long-Term Improvements from Quizzing

    ERIC Educational Resources Information Center

    Roediger, Henry L., III; Agarwal, Pooja K.; McDaniel, Mark A.; McDermott, Kathleen B.

    2011-01-01

    Three experiments examined whether quizzing promotes learning and retention of material from a social studies course with sixth grade students from a suburban middle school. The material used in the experiments was the course material students were to learn and some of the dependent measures were the actual tests on which students received grades.…

  18. A Variation on the Use of Interactive Anonymous Quizzes in the Chemistry Classroom

    ERIC Educational Resources Information Center

    Wagner, Brian D.

    2009-01-01

    This article describes an interesting variation on the use of interactive anonymous quizzes (IAQs) in the chemistry classroom. In this variation, IAQs are used to introduce new material or topics in a course, as opposed to their traditional use for reviewing previously covered material. Two examples of IAQs used to introduce new topics in a…

  19. To the Point: How Management Faculty Use Powerpoint Slides and Quizzes

    ERIC Educational Resources Information Center

    Williamson, Stan; Clow, Kenneth E.; Stevens, Robert E.

    2011-01-01

    This exploratory study examines U.S. management faculty usage of two types of supplements: PowerPoint (PPT) slides and quizzes. Results suggest the majority (67%) of experienced management faculty frequently employ PowerPoint in their classes. However, they do not see PPT basic slides provided by the publisher as very central to getting their…

  20. The Effects of a "Don't Know" Response on Palmore's Facts on Aging Quizzes.

    ERIC Educational Resources Information Center

    Courtenay, Bradley C.; Weidman, Craig

    1985-01-01

    Undergraduates (N=141) completed different versions of Palmore's Facts on Aging (FAQ) quizzes to test effects of "don't know" (DK) answers. Findings suggest the DK option yields more accurate knowledge scores, eliminates guessing, enhances the use of FAQ as a research instrument and for pre/post evaluation of training in aging. (Author/NRB)

  1. Laying the Groundwork for NCLEX Success: An Exploration of Adaptive Quizzing as an Examination Preparation Method.

    PubMed

    Cox-Davenport, Rebecca A; Phelan, Julia C

    2015-05-01

    First-time NCLEX-RN pass rates are an important indicator of nursing school success and quality. Nursing schools use different methods to anticipate NCLEX outcomes and help prevent student failure and possible threat to accreditation. This study evaluated the impact of a shift in NCLEX preparation policy at a BSN program in the southeast United States. The policy shifted from the use of predictor score thresholds to determine graduation eligibility to a more proactive remediation strategy involving adaptive quizzing. A descriptive correlational design evaluated the impact of an adaptive quizzing system designed to give students ongoing active practice and feedback and explored the relationship between predictor examinations and NCLEX success. Data from student usage of the system as well as scores on predictor tests were collected for three student cohorts. Results revealed a positive correlation between adaptive quizzing system usage and content mastery. Two of the 69 students in the sample did not pass the NCLEX. With so few students failing the NCLEX, predictability of any course variables could not be determined. The power of predictor examinations to predict NCLEX failure could also not be supported. The most consistent factor among students, however, was their content mastery level within the adaptive quizzing system. Implications of these findings are discussed. PMID:25851560

  2. Students' Performance and Satisfaction with Web vs. Paper-Based Practice Quizzes and Lecture Notes

    ERIC Educational Resources Information Center

    Macedo-Rouet, Monica; Ney, Muriel; Charles, Sandrine; Lallich-Boidin, Genevieve

    2009-01-01

    The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred…

  3. Effect of Formative Quizzes on Teacher Candidates' Learning in General Chemistry

    ERIC Educational Resources Information Center

    Yalaki, Yalcin; Bayram, Zeki

    2015-01-01

    Formative assessment or assessment for learning is one of the most emphasized educational innovations around the world. Two of the common strategies that could be used in formative assessment are use of summative tests for formative purposes and comment only marking. We utilized these strategies in the form of formative quizzes in a general…

  4. Using Graded Quizzes, Homework, and Attendance for Motivating Study in a College Math Class.

    ERIC Educational Resources Information Center

    Wiebe, James H.

    1982-01-01

    The effects of actions taken to ensure that students properly manage their study time are examined. Two treatments were designed and followed over a two-month period in 1978. Results indicated that grading homework, administering quizzes, and keeping track of attendance do not increase achievement or improve attitudes toward mathematics. (MP)

  5. The Impact of Various Quizzing Patterns on the Test Performance of High School Economics Students

    ERIC Educational Resources Information Center

    Robertson, William L.

    2010-01-01

    Presenting college students, in a wide variety of content areas, with frequent announced and unannounced quizzes appears to correlate positively with enhanced test performance. The purpose of this quantitative study was to examine if similar results can be achieved with high school students in a standard economics class. Based on a theoretical…

  6. Giving Online Quizzes in Corporate Finance and Investments for a Better Use of Seat Time

    ERIC Educational Resources Information Center

    Peng, Zhuoming

    2007-01-01

    The primary benefit of providing out-of-class online quizzes in a face-to-face class is to gain more in-class time. A study designed to investigate this issue was conducted during the Spring 2006 and Spring 2007 semesters. Thirty-one and 34 Corporate Finance undergraduate students from each semester, and 33 and 36 Investments undergraduate…

  7. Emotions Experienced by Students Taking Online and Classroom Quizzes

    ERIC Educational Resources Information Center

    Stowell, Jeffrey R.; Allan, Wesley D.; Teoro, Samantha M.

    2012-01-01

    Emotions experienced during online academic examinations may differ from emotions experienced in the traditional classroom testing situation. Students in a "Psychology of Learning" course (n = 61) completed assessments of emotions before and after a quiz in each of the following settings: online at their own choice of time and location; online in…

  8. The Use of Group Quizzes in Developmental Mathematics Courses

    ERIC Educational Resources Information Center

    Sorensen, Ian

    2012-01-01

    For a period of four semesters, the possibility was explored of using a "group quiz" as a learning activity that provides a collaborative learning environment, a review of the previous week's material, and a formative assessment for both the student and the instructor. Using both quantitative (i.e., student surveys) and qualitative (i.e., student…

  9. The effect of access time on online quiz performance in large biology lecture courses.

    PubMed

    Metz, Anneke M

    2008-05-01

    To better understand the dynamics of online student test taking, including the likelihood of cheating by large numbers of students, we examined test-taking patterns and outcomes of weekly online quizzes in two large undergraduate biology lecture courses. Students taking a quiz late in a 1-3-day quiz access period performed 10-15% worse on quizzes than the students who completed the quiz early. Quiz access time was also negatively correlated with performance in other course components and course grades. These patterns suggest that academic dishonesty was not a determinant in unsupervised online quiz performance. Students generally completed quizzes in late afternoon or evening hours, but students who completed quizzes between midnight and 8 a.m. had significantly lower quiz grades than their peers. In addition, upper-division students were more likely to characterize weekly online quizzes as more helpful for their learning than the lower-division students. PMID:21591191

  10. 1. Progress toward the synthesis of vancosamine using a tandem [4+2]/[3+2] cycloaddition. 2. Discussion boards and pre-lecture quizzes in organic chemistry courses

    NASA Astrophysics Data System (ADS)

    Miller, Tyson A.

    The sugar vancosamine is one of the two sugar residues found on the broad spectrum antibiotic vancomycin. A strategy using a tandem intermolecular [4+2]/intermolecular [3+2] cycloaddition with nitro olefins was employed in an effort to enantioselectively synthesize the target. The [4+2] cycloaddition proceeded well with tin tetrachloride in high yield. However, the products from the [3+2] cycloaddition afforded diastereomers with stereocenters that were inconsistent with the natural product. An online facilitated group work assignment was introduced to a first semester non-majors organic chemistry lecture courses with large enrollments (˜300--660 students). Student opinion surveys, performance scores, and a detailed account of time spent by the facilitator afforded insight on the value of such assignments with large class sizes. Format and number of attempts were varied in online pre-lecture quizzes administered to a first semester non-majors organic chemistry lecture course. Student quiz performance and post-quiz assessment shows significant differences in mastery of material and class preparedness with format and number of attempts. When combined with student survey data, recommendations are made as to how format selection and number of attempts can optimize the value of online pre-lecture quizzes as a learning tool and as an assessment tool.

  11. Which Homework Method Renders Better Test Results: Daily Review Quizzes or Homework Quantity?

    NASA Astrophysics Data System (ADS)

    Hewett, Lionel D.

    2006-10-01

    Regular homework assignments are an essential component of any calculus-based physic course. But the traditional ``assign and grade'' technique is extremely labor intensive when it comes to grading the homework. Therefore, several alternative homework methods have been implemented in an effort to reduce the work load on the professor. One such method, Daily Review Quizzes, encourages students to come to class prepared. A second method, Homework Quantity, encourages students to work a large number of problems. This presentation describes these two methods and how each appears to impact student grades on the first test of the semester. Requests: Overhead Projector and PowerPoint Capabilities

  12. Student Responses to a Flipped Introductory Physics Class with built-in Post-Video Feedback Quizzes

    NASA Astrophysics Data System (ADS)

    Ramos, Roberto

    We present and analyze student responses to multiple Introductory physics classes in a university setting, taught in a ''flipped'' class format. The classes included algebra- and calculus-based introductory physics. Outside class, students viewed over 100 online video lectures on Classical Mechanics, Electricity and Magnetism, and Modern Physics prepared by this author and in some cases, by a third-party lecture package available over YouTube. Inside the class, students solved and discussed problems and conceptual issues in greater detail. A pre-class online quiz was deployed as an important source of feedback. I will report on the student reactions to the feedback mechanism, student responses using data based on anonymous surveys, as well as on learning gains from pre-/post- physics diagnostic tests. The results indicate a broad mixture of responses to different lecture video packages that depend on learning styles and perceptions. Students preferred the online quizzes as a mechanism to validate their understanding. The learning gains based on FCI and CSEM surveys were significant.

  13. Web-based Pre-Lab Quizzes for the Introductory E&M Laboratory

    NASA Astrophysics Data System (ADS)

    Julian, Glenn

    2000-05-01

    A sequence of new experiments in electromagnetism (1) forms, at Miami University, part of an introductory laboratory course with one weekly two-hour meeting. This serves about 400 students annually, from both a 4-credit calculus-based lecture course for majors in physical sciences and engineering, and a 3-credit lecture course for majors in biological sciences. A guided-discovery Lab Manual and course Website (2) provide introduction to the physics. Pre-Lab Quizzes are intended to motivate students to prepare before coming to the lab. The entire test bank is posted in advance on the Web, and consists of multiple-choice questions which deal with fundamental concepts needed to appreciate lab observations. We have had students take the quizzes on-line with automatic scoring, but prefer having students justify in writing their answers to selected questions. Student reactions and evaluation by external referees are described. (1) Glenn M. Julian, Joseph Priest, and Peter Heller, Announcer 26 (2), 50 (1996). (2) http://www.muohio.edu/ lab184

  14. Research and Teaching: Student Success Indicators Associated with Clicker-Administered Quizzes in an Honors Introductory Biology Course

    ERIC Educational Resources Information Center

    Kulesza, Amy E.; Clawson, Megan E.; Ridgway, Judith S.

    2014-01-01

    Instructors are frequently uncertain about the usefulness of methods to promote student-centered learning and uneasy about adopting new technologies such as clickers. We describe a study in which an honors biology instructor implemented clickers as a mechanism for students to complete in-class quizzes. To determine the usefulness of this approach,…

  15. Quiz Today: Should I Skip Class?

    ERIC Educational Resources Information Center

    Zizler, Peter

    2013-01-01

    How does selective assessment, wherein one counts only the best "k" out of "n" quizzes set, impact grade inflation? Based on our analysis, a specific quantitative answer can be given to a student who plans to skip a quiz, depending, of course, on the student's quiz writing consistency or inconsistency.

  16. Using Errors to Teach through a Two-Staged, Structured Review: Peer-Reviewed Quizzes and "What's Wrong with Me?"

    ERIC Educational Resources Information Center

    Coppola, Brian P.; Pontrello, Jason K.

    2014-01-01

    Using errors as a method of learning has been made explicit through a two-staged peer review and discussion. During organic chemistry discussion sessions, quizzes are followed by a structured peer review designed to help students identify and discuss student errors. After the face-to-face discussion, a second stage of review involves analyzing and…

  17. The Effects of Formative Assessment Pre-Lecture Online Chapter Quizzes and Student-Initiated Inquiries to the Instructor on Academic Achievement

    ERIC Educational Resources Information Center

    Stull, Judith C.; Majerich, David M.; Bernacki, Matthew L.; Varnum, Susan Jansen; Ducette, Joseph P.

    2011-01-01

    This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts…

  18. Mastery Quizzing as a Signaling Device to Cue Attention to Lecture Material

    ERIC Educational Resources Information Center

    Nevid, Jeffrey S.; Mahon, Katie

    2009-01-01

    A mastery quiz is a miniquiz given at the start and end of a lecture period used to signal key lecture concepts. It also provides an incentive for focused attention and regular and punctual attendance. Students earn points toward their final grades for submitting correct responses at either or both testings. Introductory psychology students showed…

  19. Healthy Heart Quizzes

    MedlinePlus

    ... Pressure Symptoms, Diagnosis & Monitoring of High Blood Pressure Prevention & Treatment of High Blood Pressure High ... Home • Arrhythmia and Atrial Fibrillation • Cardiac Arrest • Cardiac Rehab • Cardiomyopathy • Cardiovascular Conditions of ...

  20. The endocrine quiz

    PubMed Central

    Kalra, Sanjay; Baruah, Manash P.; Nagesh, V. Sri

    2014-01-01

    With the recent explosion in endocrine conferences, audience fatigue has set in and conference planners are now looking at newer pedagogic methods to revive the interest of audiences in these conferences. The endocrine quiz has finally come of vogue and is increasingly becoming one of the most popular attractions of any ranking endocrine conference. The endocrine quiz has a large and varied palette and draws questions from religious scriptures, history, literature, current affairs, sports, movies and basic and paramedical sciences. The more we delve into the quizzable aspects of endocrinology, the more we realize that endocrinology is ubiquitous and there is no sphere in human life untouched by endocrine disorders. Be it epic characters like Kumbhakarna and Bheema, fiction characters like Tintin or Orphan Annie, sportspersons like Gail Devers or heads of state like George Bush Sr and Boris Yeltsin, all have contributed to the melting pot of endocrine quizzing. Adding further grist to the endocrine mill are the Nobel prizes, with their attendant anecdotes and controversies. Step into this world of endocrine quizzing to have an up close and personal look at the diverse facets of this subject. PMID:24944922

  1. STUDYING AS FUN AND GAMES: EFFECTS ON COLLEGE STUDENTS' QUIZ PERFORMANCE

    PubMed Central

    Neef, Nancy A; Perrin, Christopher J; Haberlin, Alayna T; Rodrigues, Lilian C

    2011-01-01

    We examined college students' participation in a game activity for studying course material on their subsequent quiz performance. Game conditions were alternated with another activity counterbalanced across two groups of students in a multielement design. Overall, the mean percentage correct on quizzes was higher during the game condition than in the no-game condition. PMID:22219537

  2. Relation of Early Testing and Incentive on Quiz Performance in Introductory Psychology: An Archival Analysis

    ERIC Educational Resources Information Center

    McGuire, Michael J.; MacDonald, Pamelyn M.

    2009-01-01

    Students should learn best by repeating a cycle of studying, testing, and feedback, all of which are components of "mastery learning." We performed an archival analysis to determine the relation between taking quizzes early and quiz performance in a "mastery learning" context. Also investigated was whether extra credit resulted in early testing…

  3. "UML Quiz": Automatic Conversion of Web-Based E-Learning Content in Mobile Applications

    ERIC Educational Resources Information Center

    von Franqué, Alexander; Tellioglu, Hilda

    2014-01-01

    Many educational institutions use Learning Management Systems to provide e-learning content to their students. This often includes quizzes that can help students to prepare for exams. However, the content is usually web-optimized and not very usable on mobile devices. In this work a native mobile application ("UML Quiz") that imports…

  4. The Effects of Certain and Uncertain Reinforcement Procedures on the Quiz Submission and Performance of College Students

    ERIC Educational Resources Information Center

    Berkovits, Shira Melody

    2011-01-01

    College instructors often provide homework so that their students can review class material; however some students do not take advantage of these review opportunities. This study compared the effects of a certain reward and a lottery reward on the quiz submission rates and accuracy of 112 college students. In Baseline, quizzes were for practice…

  5. Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

    ERIC Educational Resources Information Center

    Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

    2012-01-01

    Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

  6. Test-Enhanced Learning in a Middle School Science Classroom: The Effects of Quiz Frequency and Placement

    ERIC Educational Resources Information Center

    McDaniel, Mark A.; Agarwal, Pooja K.; Huelser, Barbie J.; McDermott, Kathleen B.; Roediger, Henry L., III

    2011-01-01

    Typically, teachers use tests to evaluate students' knowledge acquisition. In a novel experimental study, we examined whether low-stakes testing ("quizzing") can be used to foster students' learning of course content in 8th grade science classes. Students received multiple-choice quizzes (with feedback); in the quizzes, some target content that…

  7. YouTube and Video Quizzes

    ERIC Educational Resources Information Center

    Yee, Kevin; Hargis, Jace

    2010-01-01

    The Internet sensation YouTube (http://www.youtube.com) has become such a force online that it was estimated in 2006 to account for a full tenth of the bandwidth by the entire Internet in the United States (WebProNews, 2007), and to use as much bandwidth in 2007 as the entire Internet had done in 2000 (Carter, 2008). Like many technological tools…

  8. Extensive Reading Quizzes and Reading Attitudes

    ERIC Educational Resources Information Center

    Stoeckel, Tim; Reagan, Nevitt; Hann, Fergus

    2012-01-01

    Extensive reading (ER) has become a common feature of many English as a second or foreign language (ESL/EFL) programs. There is evidence that reading large amounts of easy, interesting material may improve foreign language skills, most notably in vocabulary, reading rates, and overall proficiency. However, teacher evaluation of extensive reading…

  9. Quizzing Promotes Deeper Acquisition in Middle School Science: Transfer of Quizzed Content to Summative Exams

    ERIC Educational Resources Information Center

    Agarwal, Pooja K.; McDaniel, Mark A.; Thomas, Ruthann C.; McDermott, Kathleen B.; Roediger, Henry L., III

    2011-01-01

    The use of summative testing to evaluate students' acquisition, retention, and transfer of instructed material is a fundamental aspect of educational practice and theory. However, a substantial basic literature has established that testing is not a neutral event--testing can also enhance and modify memory (Carpenter & DeLosh, 2006; Hogan &…

  10. A Usability Comparison of PDA-Based Quizzes and Paper-and-Pencil Quizzes

    ERIC Educational Resources Information Center

    Segall, Noa; Doolen, Toni L.; Porter, J. David

    2005-01-01

    In the last few years, schools and universities have incorporated personal digital assistants (PDAs) into their teaching curricula in an attempt to enhance students' learning experience and reduce instructors' workload. One of the most common uses of PDAs in the classroom is as a test administrator. This study compared the usability effectiveness,…

  11. Sleep Quiz

    MedlinePlus

    Skip Navigation Bar Home Current Issue Past Issues Sleep Quiz Past Issues / Summer 2007 Table of Contents ... on. Photo: iStock Take the National Center on Sleep Disorders Research Sleep Quiz TRUE OR FALSE ? _____1. ...

  12. Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores

    NASA Astrophysics Data System (ADS)

    Wood, Charles L.

    % during ON, 89% during ON+RSC, and 99.5% during GNSC+RSC. The class mean scores on next-day quizzes during ON, ON+RSC, and GNSC+RSC was 39%, 68%, and 90%, respectively. The class mean score on review quizzes following ON, ON+RSC, and GNSC+RSC was 2.1, 5.3, and 7.8 (maximum score, 10), respectively. Results for five of the seven students provide convincing evidence of functional relationships between ON+RSC and higher quiz scores compared to ON and between GNSC+RSC and higher quiz scores compared to ON+RSC. Students', teachers', and parents' opinions regarding the RSC and GNSC procedures were highly favorable.

  13. Sleep Quiz

    MedlinePlus

    ... on. Photo: iStock Take the National Center on Sleep Disorders Research Sleep Quiz TRUE OR FALSE ? _____1. Sleep ... sleepy during the day, you may have a sleep disorder. _____4. Opening the car window or turning the ...

  14. Sarcoidosis Quiz

    MedlinePlus

    ... Share this page from the NHLBI on Twitter. Sarcoidosis Quiz Sarcoidosis is a disease of unknown cause that leads ... various organs in the body. The outcome of sarcoidosis varies. The disease leads to organ damage in ...

  15. Sleep Quiz

    MedlinePlus

    ... Home » About the NHLBI » Organization » National Center on Sleep Disorders Research (NCSDR) » Patient & Public Information » Sleep Quiz National Center on Sleep Disorders Research Research Professional Education Patient & Public Information Communications ...

  16. Motivating Students to Read with Collaborative Reading Quizzes

    ERIC Educational Resources Information Center

    Quinn, Timothy; Eckerson, Todd

    2010-01-01

    One of the most important challenges a teacher faces is motivating his or her students to complete reading assignments and to complete them carefully. After all, if students bring to class a basic understanding of the text up for discussion, much deeper learning can occur than if the teacher is forced to spend time explaining the reading to…

  17. Using Group Quizzes to Engage Students in Learning Calculus

    ERIC Educational Resources Information Center

    Xue, Fei; McGivney-Burelle, Jean

    2012-01-01

    As noted in "Beyond Crossroads" (AMATYC, 2006), for today's students, learning mathematics is participatory and depends on the active involvement of students (p. 53). The National Council of Teachers of Mathematics shares the point of view that the teaching and learning of mathematics should include giving students ample opportunity to think…

  18. Increasing Student Success Using Online Quizzing in Introductory (Majors) Biology

    ERIC Educational Resources Information Center

    Orr, Rebecca; Foster, Shellene

    2013-01-01

    Students often complain about their perceived disconnect between the time and effort spent studying and their subsequent performance on exams. Robert Bjork's research asserts that retrieval of stored information acts as a memory modifier, and that using tests as learning events creates "desirable difficulties that enhance learning."…

  19. Random Learning Units Using WIRIS Quizzes in Moodle

    ERIC Educational Resources Information Center

    Mora, Angel; Merida, Enrique; Eixarch, Ramon

    2011-01-01

    Moodle is an extended learning management system for developing learning units, including mathematically-based subjects. A wide variety of material can be developed in Moodle which contains facilities for forums, questionnaires, lessons, tasks, wikis, glossaries and chats. Therefore, the Moodle platform provides a meeting point for those working…

  20. Stay Teen: Games

    MedlinePlus

    ... here Home » Games and Quizzes Games and Quizzes Facebook Twitter Tumblr Shares · 7 quiz Relationship Checkup! How Healthy is Your Relationship? Shares · 0 Comments · 0 quiz Should You Make it Official? Shares · 0 Comments · 0 quiz Which Celebrity Couple Are You? Shares · 0 Comments · 0 quiz Are ...

  1. Automatic Quiz Generation for the Elderly.

    PubMed

    Chen, Weiqin; Samuelsen, Jeanette

    2015-01-01

    According to the literature, ageing causes declines in sensory, perceptual, motor and cognitive abilities. The combination of reduced vision, hearing, memory and mobility contributes to isolation and depression. We argue that memory games have potential for enhancing the cognitive ability of the elderly and improving their life quality. In our earlier research, we designed tangible tabletop games to help the elderly remember and talk about the past. In this paper, we report on our further research in the automatic generation of quizzes based on Wikipedia and other online resources for entertainment and memory training of the elderly. PMID:26294527

  2. Cholesterol IQ Quiz

    MedlinePlus

    ... Pressure High Blood Pressure Tools & Resources Stroke More Cholesterol IQ Quiz Updated:Feb 2,2015 Begin the quiz Cholesterol • Home • About Cholesterol Introduction Good vs. Bad Cholesterol ...

  3. Blood Pressure Quiz

    MedlinePlus

    ... page please turn Javascript on. Feature: High Blood Pressure Blood Pressure Quiz Past Issues / Fall 2011 Table of Contents ... About High Blood Pressure / Treatment: Types of Blood Pressure Medications / Blood Pressure Quiz Fall 2011 Issue: Volume 6 Number ...

  4. Television Quiz Show Simulation

    ERIC Educational Resources Information Center

    Hill, Jonnie Lynn

    2007-01-01

    This article explores the simulation of four television quiz shows for students in China studying English as a foreign language (EFL). It discusses the adaptation and implementation of television quiz shows and how the students reacted to them.

  5. Immune System Quiz

    MedlinePlus

    ... Homework? Here's Help White House Lunch Recipes Quiz: Immune System KidsHealth > For Kids > Quiz: Immune System Print A A A Text Size How much do you know about your immune system? Find out by taking this quiz! View Survey ...

  6. Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes

    ERIC Educational Resources Information Center

    Henderson, Charles; Harper, Kathleen A.

    2009-01-01

    Most introductory physics instructors administer several quizzes and/or exams each term. Instructors are willing to invest the significant time it takes to develop, administer, and grade these assessments because they believe that regular assessments help students learn. However, instructors also believe that students do not make full use of the…

  7. Who Wants to Be a Biologist? An Excellent Quiz Tool for Students

    ERIC Educational Resources Information Center

    Turner, Ian J.

    2008-01-01

    Lectures tend to be a largely passive experience with respect to student learning and it has been shown that engaging students in their own learning can increase their understanding. Quizzes have been shown to be a mechanism that improves the student learning experience, and other key factors such as a competitive environment, enjoyment, and a…

  8. Cerebral Palsy (CP) Quiz

    MedlinePlus

    ... Submit Button Past Emails CDC Features Pop Quiz: Cerebral Palsy Language: English Español (Spanish) Recommend on Facebook Tweet ... Sandy is the parent of a child with cerebral palsy and the Board President of Gio’s Garden , a ...

  9. HyperText across the curriculum: implications of quizzes linked to full text course materials.

    PubMed

    Jackson, J; Duling, B

    1991-01-01

    This demonstration shows a hypertext self assessment and teaching system that is linked to an extensive set of referenced course handouts. The system allows easy courseware development with multiple authors working in a networked environment with either DOS or Macintosh computers. Searchable hypertext course handouts benefit not only the student trying to relate material between courses, but also assist the faculty in the development of appropriate instructional materials as well as course goals and objectives. PMID:1807763

  10. An Automated Method to Generate e-Learning Quizzes from Online Language Learner Writing

    ERIC Educational Resources Information Center

    Flanagan, Brendan; Yin, Chengjiu; Hirokawa, Sachio; Hashimoto, Kiyota; Tabata, Yoshiyuki

    2013-01-01

    In this paper, the entries of Lang-8, which is a Social Networking Site (SNS) site for learning and practicing foreign languages, were analyzed and found to contain similar rates of errors for most error categories reported in previous research. These similarly rated errors were then processed using an algorithm to determine corrections suggested…

  11. Increasing Student Engagement with Practical Classes through Online Pre-Lab Quizzes

    ERIC Educational Resources Information Center

    Cann, Alan J.

    2016-01-01

    Laboratory practicals classes are an essential component of all science degrees, but are a pinch point because of rising student numbers, rising student expectations and falling student exposure to laboratory work prior to entering higher education. Augmentation of physical laboratory work with online interventions is not new, but as virtual…

  12. Using Quizzing to Assist Student Learning in the Classroom: The Good, the Bad, and the Ugly

    ERIC Educational Resources Information Center

    Nguyen, Khuyen; McDaniel, Mark A.

    2015-01-01

    Recently, the testing effect has received a great deal of attention from researchers and educators who are intrigued by its potential to enhance student learning in the classroom. However, effective incorporation of testing (as a learning tool) merits a close examination of the conditions under which testing can enhance student learning in an…

  13. Example of Good Practice of a Learning Environment with a Classroom Response System in a Mechanical Engineering Bachelor Course

    ERIC Educational Resources Information Center

    Arteaga, Ines Lopez; Vinken, Esther

    2013-01-01

    Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is…

  14. Self-Regulation of Reading Strategies in a College Course.

    ERIC Educational Resources Information Center

    Barnett, Jerrold E.

    A study examined self-reported studying and quiz performance in a college course. Subjects, 22 female and 5 male students in an educational psychology class, were quizzed on 4 supplementary reading assignments across the semester. Quizzes were scored for three types of learning: definitions, recall of factual information, and transfer of…

  15. Gaps"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2013

    2013-01-01

    This study investigated the effect of daily quizzes on the performance of college students. Students in an introductory psychology course used their own wireless-enabled devices to take short Internet-based quizzes at the beginning of every class. The quiz items were drawn approximately equally from material covered in the readings and the…

  16. Face the Fats Quiz 2

    MedlinePlus

    Face the Fats Quiz II Do you know your fats by heart? Ready to make informed choices about the foods you ... to fried chicken, test your knowledge about the fats in some familiar foods. Welcome to Face the ...

  17. Headaches and Migraines: Migraine 101 Quiz

    MedlinePlus

    ... Bar Home Current Issue Past Issues Headaches and Migraines Migraine 101 Quiz Past Issues / Spring 2009 Table of ... the facts when it comes to headaches and migraines? Test your knowledge with this quick quiz. True/ ...

  18. Nicotine Withdrawal; Measure Your Symptoms (Quiz)

    MedlinePlus

    ... Slips & Relapses Slips Happen Tips for Slips Understanding Smoking Secondhand Smoke Quiz: How Bad is Secondhand Smoke? E- ... Slips & Relapses Slips Happen Tips for Slips Understanding Smoking Secondhand Smoke Quiz: How Bad is Secondhand Smoke? E- ...

  19. Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

    PubMed

    Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

    2013-06-01

    Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes. PMID:23728137

  20. To quiz or not to quiz: Formative tests help detect students at risk of failing the clinical anatomy course.

    PubMed

    Azzi, Alain J; Ramnanan, Christopher J; Smith, Jennifer; Dionne, Éric; Jalali, Alireza

    2015-01-01

    Through a modified team-based learning (TBL) in the anatomy pre-clerkship curriculum, formative evaluations are utilized in the University of Ottawa Faculty of Medicine to assess and predict students' outcomes on summative examinations. The purpose of this study was to determine the efficiency of formative assessments to predict student's performance on summative examinations, during the first two semesters of medical school. Formative assessments included multiple-choice quizzes (MCQ) for each laboratory session and a practical midterm examination (MIDTERM), while the summative assessment corresponded to the final practical examination (FINAL). A moderate correlation between MCQs and FINAL (r = 0.353 and 0.301, respectively), and strong correlation between MIDTERM and FINAL assessments (r = 0.688 and 0.610, respectively) were found in the first two semesters. The MIDTERM-FINAL correlations were enhanced for students who scored under 61% in the MIDTERM (r = 0.887 and 0.717, respectively). Despite limitations, mostly related to particularities of the used tests, the analysis revealed an efficient method to identify students at risk of failing the FINAL in a TBL-based anatomy program. Future developments include the elaboration of strategies to predict and support those underperforming students. PMID:25227111

  1. Quiz: Alzheimer's Disease Quiz | Alzheimer's disease | NIH MedlinePlus the Magazine

    MedlinePlus

    ... of this page please turn Javascript on. Feature: Alzheimer's Disease Quiz: Alzheimer's Disease Quiz Past Issues / Fall 2010 Table of ... How many people in the United States have Alzheimer's disease? as many as 5.1 million as ...

  2. Quiz: Alzheimer's Disease Quiz | Alzheimer's disease | NIH MedlinePlus the Magazine

    MedlinePlus

    ... of this page please turn Javascript on. Feature: Alzheimer's Disease Quiz: Alzheimer's Disease Quiz Past Issues / Fall 2010 Table of Contents How many people in the United States have Alzheimer's disease? as many as 5.1 million as many ...

  3. Improving Student Learning through the Use of Classroom Quizzes: Three Years of Evidence from the Columbia Middle School Project

    ERIC Educational Resources Information Center

    Agarwal, Pooja K.; Roediger, Henry L., III; McDaniel, Mark A.; McDermott, Kathleen B.

    2010-01-01

    In this study, the authors examined whether a test-enhanced learning program, integrated with daily classroom practices, is effective in a middle school setting. Specifically, they implemented and experimentally evaluated a test-enhanced learning program in 6th-8th grade Social Studies, English, Science, and Spanish classes. Although laboratory…

  4. Quizzing and Feedback in Computer-Based and Book-Based Training for Workplace Safety and Health

    ERIC Educational Resources Information Center

    Rohlman, Diane S.; Eckerman, David A.; Ammerman, Tammara A.; Fercho, Heather L.; Lundeen, Christine A.; Blomquist, Carrie; Anger, W. Kent

    2005-01-01

    Participants received different amounts of information in either a cTRAIN computer-based instruction (CBI) program or in a booklet format, presented before or concurrently with interactive questions about the information. An interactive CBI presentation that required an overt response during training produced equivalent acquisition and retention…

  5. Supporting Active Learning in an Undergraduate Geotechnical Engineering Course Using Group-Based Audience Response Systems Quizzes

    ERIC Educational Resources Information Center

    Donohue, Shane

    2014-01-01

    The use of audience response systems (ARSs) or "clickers" in higher education has increased over the recent years, predominantly owing to their ability to actively engage students, for promoting individual and group learning, and for providing instantaneous feedback to students and teachers. This paper describes how group-based ARS…

  6. Developing and Incorporating Instructional Videos and Quizzes as a Blended and Online Learning Component in an Undergraduate Optical Microscopy Curriculum.

    NASA Astrophysics Data System (ADS)

    Tramontano, S.; Gualda, G. A. R.; Claiborne, L. L.; Brame, C.

    2015-12-01

    Optical mineralogy is not an easy skill to master as an undergraduate, but it is crucial for understanding what the Earth is made out of. It is a supplementary and specific skillset typically taught in a microscope lab supporting lessons on crystallography, chemistry and mineral analysis in the classroom. Mastering the basic skills is required for advancement in courses that utilize thin sections in teaching igneous, metamorphic, and sedimentary rocks. This project asks: Will exposing undergraduate Earth and environmental studies students to optical microscopy figures in videos prior to lab assist in the acquisition of skills required to describe and distinguish Earth materials? This project is conducted in conjunction with the Blended and Online Learning Design (BOLD) Fellowship offered through the Center for Teaching (CFT) at Vanderbilt University. Eight videos and accompanying pre-lab questions were hosted online weekly in a semester-long, undergraduate Earth materials course. The focus of the design of the videos and supporting questions is specifically on microscopy skills rather than on optics concepts, which is taught post-video. The videos were made available prior to a weekly lab with the intent of familiarizing the student with the types of images and information he/she should obtain with the microscope. Multiple choice, formative-style questions accompany the videos in an online-hosted assignment. These questions are graded on basis of completion and are intended to aid in student metacognition. Subjects include students in the Vanderbilt University Earth Materials course and students from the Hanover College Mineralogy course. The effectiveness of the videos is assessed in two parts: (1) Comparing the homework and lab final grades of the students this year with those of the students last year (2) Analysis of a weekly questionnaire. The answers after each week will be compiled and compared. Collecting data from Vanderbilt University students and Hanover College students diversifies the student population for this study, making it more comprehensive and applicable across different types of institutions. We will use our assessment of the effectiveness of the videos this year to modify and improve the videos and their use in future offerings of the courses.

  7. How's Your Self-Esteem? (Quiz)

    MedlinePlus

    ... I Help a Friend Who Cuts? How's Your Self-Esteem? (Quiz) KidsHealth > For Teens > How's Your Self-Esteem? (Quiz) Print A A A Text Size We hear a lot about the importance of self-esteem. Self-esteem can influence our happiness and success. ...

  8. Nicotine Withdrawal; Measure Your Symptoms (Quiz)

    MedlinePlus

    ... Quiz: How Bad is Secondhand Smoke? E-Cigs, Menthol, Dip, & More Know More About Menthol Cigarettes What We Know About E-Cigarettes Quitting ... Quiz: How Bad is Secondhand Smoke? E-Cigs, Menthol, Dip, & More Know More About Menthol Cigarettes What ...

  9. The Pedagogic Potential of the Pub Quiz

    ERIC Educational Resources Information Center

    Bourner, Tom; Heath, Linda

    2014-01-01

    This article examines an innovative approach to the induction of students on an Education Doctorate programme by exploring the value of the pub quiz as a pedagogic device to support learning. The quiz took relatively little time out of a two-day induction programme and had the dual benefits of providing a stimulating and entertaining way of…

  10. Does Computer-Aided Formative Assessment Improve Learning Outcomes?

    ERIC Educational Resources Information Center

    Hannah, John; James, Alex; Williams, Phillipa

    2014-01-01

    Two first-year engineering mathematics courses used computer-aided assessment (CAA) to provide students with opportunities for formative assessment via a series of weekly quizzes. Most students used the assessment until they achieved very high (>90%) quiz scores. Although there is a positive correlation between these quiz marks and the final…

  11. When Two Heads Are Worse than One, Revisited: Confidence Resolutions by Individuals in Structured Learning Groups.

    ERIC Educational Resources Information Center

    Puncochar, Judith; And Others

    Individual and group assessments of quiz accuracy and students' discrimination of what they know and what they do not know regarding course material were examined using confidence ratings from 22 graduate students, 47 undergraduates, and their 23 heterogeneous learning groups over 6 quizzes. Students first took each multiple choice quiz as…

  12. A Student-Centered Interactive Color Quiz

    NASA Astrophysics Data System (ADS)

    Wyrembeck, Edward P.

    2003-12-01

    This year I wanted to get my conceptual physics students more actively involved in their study of color addition and subtraction, so I decided to develop an interactive color quiz that I could use throughout the unit. I use the electron oscillator model to explain the emission, reflection, and absorption of light at the atomic level. My quiz is an extension of an activity I read about in The Physics Teacher on an "Interactive Spectra Demonstration." It requires only some spray-painted tennis balls (red, green, and blue) and whatever color of clothing the students wear to class.

  13. Using SMS Quiz in Teaching and Learning

    ERIC Educational Resources Information Center

    Ziden, Azidah Abu; Rahman, Muhammad Faizal Abdul

    2013-01-01

    Purpose: This paper discusses the development of a system using SMS (short messaging system) to facilitate learning and also as a new method in the evaluation of teaching and learning. Design/methodology/approach: The design of a system that uses SMS for the quiz is proposed as an alternative for formative assessment of teaching and learning for…

  14. Facts on Aging: A Short Quiz

    ERIC Educational Resources Information Center

    Palmore, Erdman

    1977-01-01

    A short, factual, and documented quiz is developed and tested which covers the basic facts and frequent misconceptions about aging. Its uses include stimulating discussion, measuring levels of information and anti-aged bias, identifying the most frequent misconceptions, measuring the effects of courses, and measuring changes in public information…

  15. Biochemistry Games: "AZ-Quiz" and "Jeopardy!"

    ERIC Educational Resources Information Center

    Rostejnska, Milada; Klimova, Helena

    2011-01-01

    "AZ-Quiz" and "Jeopardy!" are popular television shows and serve as the basis for in-class games designed to support and diversify chemistry instruction at the high school level. Both games were created in Microsoft PowerPoint, which is an easily accessible and controllable instrument that enables the creation of engaging animation. The use of…

  16. Frequent Collaborative Quiz Taking and Conceptual Learning

    ERIC Educational Resources Information Center

    Rezaei, Ali R.

    2015-01-01

    This quasi-experimental study reports on the effectiveness of three assessment strategies for students' performance. The primary goal was to determine whether there are any improvements in students' conceptual learning when a frequent (weekly) quiz is used for grading purposes compared to using midterm and final examinations only. Another goal was…

  17. Tobacco Addiction: 'Why Do I Smoke?' Quiz

    MedlinePlus

    MENU Return to Web version Tobacco Addiction | “Why do I smoke?" Quiz Why do I smoke? If you learn the answer to this question, it will be easier to ... m hooked." In addition to having a psychological addiction to smoking, you may also be physically addicted ...

  18. Integrating an Information Literacy Quiz into the Learning Management System

    ERIC Educational Resources Information Center

    Lowe, M. Sara; Booth, Char; Tagge, Natalie; Stone, Sean

    2014-01-01

    The Claremont Colleges Library Instruction Services Department developed a quiz that could be integrated into the consortial learning management software to accompany a local online, open-source information literacy tutorial. The quiz is integrated into individual course pages, allowing students to receive a grade for completion and improving…

  19. Uncontrolled Web-Based Administration of Surveys on Factual Health-Related Knowledge: A Randomized Study of Untimed Versus Timed Quizzing

    PubMed Central

    2015-01-01

    Background Health knowledge and literacy are among the main determinants of health. Assessment of these issues via Web-based surveys is growing continuously. Research has suggested that approximately one-fifth of respondents submit cribbed answers, or cheat, on factual knowledge items, which may lead to measurement error. However, little is known about methods of discouraging cheating in Web-based surveys on health knowledge. Objective This study aimed at exploring the usefulness of imposing a survey time limit to prevent help-seeking and cheating. Methods On the basis of sample size estimation, 94 undergraduate students were randomly assigned in a 1:1 ratio to complete a Web-based survey on nutrition knowledge, with or without a time limit of 15 minutes (30 seconds per item); the topic of nutrition was chosen because of its particular relevance to public health. The questionnaire consisted of two parts. The first was the validated consumer-oriented nutrition knowledge scale (CoNKS) consisting of 20 true/false items; the second was an ad hoc questionnaire (AHQ) containing 10 questions that would be very difficult for people without health care qualifications to answer correctly. It therefore aimed at measuring cribbing and not nutrition knowledge. AHQ items were somewhat encyclopedic and amenable to Web searching, while CoNKS items had more complex wording, so that simple copying/pasting of a question in a search string would not produce an immediate correct answer. Results A total of 72 of the 94 subjects started the survey. Dropout rates were similar in both groups (11%, 4/35 and 14%, 5/37 in the untimed and timed groups, respectively). Most participants completed the survey from portable devices, such as mobile phones and tablets. To complete the survey, participants in the untimed group took a median 2.3 minutes longer than those in the timed group; the effect size was small (Cohen’s r=.29). Subjects in the untimed group scored significantly higher on CoNKS (mean difference of 1.2 points, P=.008) and the effect size was medium (Cohen’s d=0.67). By contrast, no significant between-group difference in AHQ scores was documented. Unexpectedly high AHQ scores were recorded in 23% (7/31) and 19% (6/32) untimed and timed respondents, respectively, very probably owing to “e-cheating”. Conclusions Cribbing answers to health knowledge items in researcher-uncontrolled conditions is likely to lead to overestimation of people’s knowledge; this should be considered during the design and implementation of Web-based surveys. Setting a time limit alone may not completely prevent cheating, as some cheats may be very fast in Web searching. More complex and contextualized wording of items and checking for the “findability” properties of items before implementing a Web-based health knowledge survey may discourage help-seeking, thus reducing measurement error. Studies with larger sample sizes and diverse populations are needed to confirm our results. PMID:25872617

  20. Nurturing Your Newborn: Young Parents' Guide to Baby's First Month. [With Teacher's Guide (Workbook Responses, Quizzes, Answer Keys) and Independent Study Guide.

    ERIC Educational Resources Information Center

    Lindsay, Jeanne Warren; Brunelli, Jean

    A teen mother is likely to be out of school for several weeks following childbirth and will probably spend many hours caring for and bonding with her child. Schools may take this opportunity to allow her to earn elective school credit. This document is comprised of a textbook for use in such a course, a study guide, and a teacher's guide. The…

  1. Experiences and Outcomes

    ERIC Educational Resources Information Center

    Marden, Nicole Y.; Ulman, Leslie G.; Wilson, Fiona S.; Velan, Gary M.

    2013-01-01

    Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which…

  2. Adding Test Generation to the Teaching Machine

    ERIC Educational Resources Information Center

    Bruce-Lockhart, Michael; Norvell, Theodore; Crescenzi, Pierluigi

    2009-01-01

    We propose an extension of the Teaching Machine project, called Quiz Generator, that allows instructors to produce assessment quizzes in the field of algorithm and data structures quite easily. This extension makes use of visualization techniques and is based on new features of the Teaching Machine that allow third-party visualizers to be added as…

  3. Measuring and Reducing College Students' Procrastination

    ERIC Educational Resources Information Center

    Perrin, Christopher J.; Miller, Neal; Haberlin, Alayna T.; Ivy, Jonathan W.; Meindl, James N.; Neef, Nancy A.

    2011-01-01

    We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing…

  4. Web-Assisted Education: From Evaluation to Learning

    ERIC Educational Resources Information Center

    Stefansson, Gunnar; Sigurdardottir, Asta Jenny

    2011-01-01

    Exams have traditionally been given to evaluate students but in recent years, with the appearance of freely accessible on-line tutoring, quizzes can also be used as a learning tool. In systems where students can request quiz items until a satisfactory grade is obtained, new probabilistic approaches are required for dealing items to students and…

  5. Orthopedic Health: Osteoarthritis— What You Should Know (quiz)

    MedlinePlus

    ... Bar Home Current Issue Past Issues Orthopedic Health Osteoarthritis— What You Should Know Past Issues / Spring 2009 ... Javascript on. How much do you know about osteoarthritis, its causes, and its therapies? Take this quiz ...

  6. Quiz: Alzheimer's Disease | NIH MedlinePlus the Magazine

    MedlinePlus

    ... of this page please turn JavaScript on. Feature: Alzheimer's Disease Quiz: Alzheimer's Disease Past Issues / Winter 2015 Table of Contents ... How many Americans over age 65 may have Alzheimer's disease? as many as 5 million as many ...

  7. MEASURING AND REDUCING COLLEGE STUDENTS' PROCRASTINATION

    PubMed Central

    Perrin, Christopher J; Miller, Neal; Haberlin, Alayna T; Ivy, Jonathan W; Meindl, James N; Neef, Nancy A

    2011-01-01

    We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions. PMID:21941379

  8. Measuring and reducing college students' procrastination.

    PubMed

    Perrin, Christopher J; Miller, Neal; Haberlin, Alayna T; Ivy, Jonathan W; Meindl, James N; Neef, Nancy A

    2011-01-01

    We examined college students' procrastination when studying for weekly in-class quizzes. Two schedules of online practice quiz delivery were compared using a multiple baseline design. When online study material was made available noncontingently, students usually procrastinated. When access to additional study material was contingent on completing previous study material, studying was more evenly distributed. Overall, the mean gain in percentage correct scores on weekly in-class quizzes relative to pretests was greater during contingent access than during noncontingent access conditions. PMID:21941379

  9. Stimulating Student Interest in Physiology: The Intermedical School Physiology Quiz

    ERIC Educational Resources Information Center

    Cheng, Hwee-Ming

    2010-01-01

    The Intermedical School Physiology Quiz (IMSPQ) was initiated in 2003 during the author's last sabbatical from the University of Malaya. At this inaugural event, there were just seven competing teams from Malaysian medical schools. The challenge trophy for the IMSPQ is named in honor of Prof. A. Raman, who was the first Malaysian Professor of…

  10. How to Escape a Home Fire (Take This Safety Quiz).

    ERIC Educational Resources Information Center

    PTA Today, 1994

    1994-01-01

    A checklist/safety quiz from the National Fire Protection Association examines individual knowledge of how to escape if a home fire breaks out. The organization recommends that every household develop a fire escape plan and practice it at least twice a year. (SM)

  11. Example of good practice of a learning environment with a classroom response system in a mechanical engineering bachelor course

    NASA Astrophysics Data System (ADS)

    Lopez Arteaga, Ines; Vinken, Esther

    2013-12-01

    Results of a successful pilot study are presented, in which quizzes are introduced in a second year bachelor course for mechanical engineering students. The pilot study course entailed the basic concepts of mechanical vibrations in complex, realistic structures. The quiz is held weekly using a SharePoint application. The purpose of the quizzes is to repeat important course material, give instantaneous feedback (i.e. formative assessment), stimulate peer instruction and, as a consequence, increase the students' comprehension of the basic concepts taught in the course so that their deeper understanding of the subject matter improves. Students can earn half a point bonus, on a scale from 0 to 10, on top of their exam mark if they correctly answer 55% of all the quiz questions. The efficacy of the pilot study is determined by investigating the percentage of students that pass the course on their first attempt, i.e. the first time pass rate, and asking students for feedback through questionnaires. The first time pass rate of the students in the pilot study groups has, on average, increased significantly in comparison to groups in which the quizzes are not performed. Students indicated that the feedback from the quizzes helps them to identify gaps in their knowledge. Therefore, the pilot study is considered effective.

  12. The Merits of Giving an Extra Credit Quiz

    ERIC Educational Resources Information Center

    Carroll, Ryall

    2014-01-01

    In the past, Ryall Carroll struggled to get students to arrive on time, read the material in advance of the class, and to start class on topic. In an attempt to address these issues, he started implementing an extra-credit two-question quiz at the beginning of every class, hoping it would provide a small incentive for students to at least come on…

  13. The Buddy Quiz: a collaborative assessment and a representation of the scientific enterprise

    NASA Astrophysics Data System (ADS)

    Hoffman, Ian M.

    2012-01-01

    The form and function of a collaborative assessment known as a 'Buddy Quiz' is presented. The assessment is conducted in three successive phases over a contiguous 45-60 min class period. A portion of each quiz is completed in collaboration with one or two peers and a portion is completed without collaboration. The quiz is primarily summative and is also designed to include formative aspects. The representation in the quiz of the scientific enterprise as collaborative and individualistic is discussed. The employment of this instrument in a ninth-grade (age 15 years) conceptual physics course in an independent US secondary school is described and student feedback is presented.

  14. Team-based Learning in Pharmacotherapeutics

    PubMed Central

    2011-01-01

    Objective. To compare student examination performance in pharmacotherapeutics before and after implementation of team-based learning. Design. After the traditional lecture and workshop method for teaching pharmacotherapeutics was replaced with team-based learning in January 2009, students were expected to come to class having read assigned chapters in order to successfully complete an individual quiz, a group quiz, and group application exercises. Assessment. Student learning was assessed using performance on individual quizzes, group quizzes, and the examination at the end of the psychiatry module. Students performed as well on the examination at the end of the module as they did prior to team-based learning implementation. Conclusion. Substituting team-based learning for traditional lecture ensured that students prepared for class and increased student participation in class discussions. PMID:21969722

  15. American Society of Nephrology Quiz and Questionnaire 2015: Glomerular Diseases.

    PubMed

    Bomback, Andrew S; Perazella, Mark A; Choi, Michael J

    2016-05-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the annual Kidney Week meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and kidney transplantation. Complex cases representing each of these categories, along with single-best-answer questions, were prepared and submitted by the panel of experts. Before the meeting, training program directors of United States nephrology fellowship programs and nephrology fellows answered the questions through an Internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using their cell phones with a special app with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for Clinical Journal of the American Society of Nephrology readers. Enjoy the clinical cases and expert discussions. PMID:26847362

  16. American Society of Nephrology Quiz and Questionnaire 2015: Transplantation.

    PubMed

    Josephson, Michelle A; Perazella, Mark A; Choi, Michael J

    2016-06-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and kidney transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of US nephrology fellowship programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using their cell phones with a special application with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces its educational value for the Clinical Journal of the American Society of Nephrology readers. Enjoy the clinical cases and expert discussions. PMID:26915914

  17. American Society of Nephrology quiz and questionnaire 2014: glomerular diseases.

    PubMed

    Bomback, Andrew S; Perazella, Mark A; Choi, Michael J

    2015-04-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions that were prepared and discussed by the experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses, and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:25667164

  18. American Society of Nephrology Quiz and Questionnaire 2013: transplantation.

    PubMed

    Josephson, Michelle A; Perazella, Mark A; Choi, Michael J

    2014-07-01

    The nephrology quiz and questionnaire remains an extremely popular session for attendees of the Annual Meeting of the American Society of Nephrology. As in past years, the conference hall was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single best answer questions were prepared by a panel of experts. Before the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the nephrology quiz and questionnaire was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responds, and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:24742474

  19. American society of Nephrology Quiz and Questionnaire 2014: transplantation.

    PubMed

    Josephson, Michelle A; Perazella, Mark A; Choi, Michael J

    2015-05-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:25862775

  20. American Society of Nephrology Quiz and Questionnaire 2014: RRT.

    PubMed

    Mehrotra, Rajnish; Perazella, Mark A; Choi, Michael J

    2015-06-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology (ASN). Once again, the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, end-stage renal disease/dialysis, and transplantation. Complex cases representing each of these categories along with single best answer questions were prepared and submitted by the panel of experts. Prior to the meeting, program directors of U.S. nephrology training programs and nephrology fellows answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors (TPDs). The correct and incorrect answers were then discussed after the audience responses and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the session and reproduces its educational value for the readers of the Clinical Journal of the American Society of Nephrology. Enjoy the clinical cases and expert discussions. PMID:25897000

  1. Individualized Exercises for Self-Assessment of Programming Knowledge: An Evaluation of QuizPACK

    ERIC Educational Resources Information Center

    Brusilovsky, Peter; Sosnovsky, Sergey

    2005-01-01

    Individualized exercises are a promising feature in promoting modern e-learning. The focus of this article is on the QuizPACK system, which is able to generate parameterized exercises for the C language and automatically evaluate the correctness of student answers. We introduce QuizPACK and present the results of its comprehensive classroom…

  2. Examination of the Psychometric Properties of the Knowledge of Aging for Social Work Quiz

    ERIC Educational Resources Information Center

    Nakao, Kayoko C.; Damron-Rodriguez, JoAnn; Lawrance, Frances P.; Volland, Patricia J.

    2013-01-01

    Using graduate social work students' data ("n" = 481) in the Hartford Partnership Program for Aging Education (HPPAE) in the United States, the study examined psychometric properties of the Knowledge of Aging for Social Work Quiz (KASW), a revision of the Facts on Aging Quiz, to evaluate biopsychosocial knowledge relevant to social…

  3. Web-Based Quiz-Game-Like Formative Assessment: Development and Evaluation

    ERIC Educational Resources Information Center

    Wang, Tzu-Hua

    2008-01-01

    This research aims to develop a multiple-choice Web-based quiz-game-like formative assessment system, named GAM-WATA. The unique design of "Ask-Hint Strategy" turns the Web-based formative assessment into an online quiz game. "Ask-Hint Strategy" is composed of "Prune Strategy" and "Call-in Strategy". "Prune Strategy" removes one incorrect option…

  4. Quiz: Does Your Blood Pressure Pass the Test? | NIH MedlinePlus the Magazine

    MedlinePlus

    ... please turn Javascript on. Special Section: Healthy Blood Pressure Quiz: Does Your Blood Pressure Pass the Test? Past Issues / Winter 2010 Table of Contents Blood pressure changes throughout the day. It is highest while ...

  5. Special Section: Complementary and Alternative Medicine (CAM):Quiz on Complementary and Alternative Medicine

    MedlinePlus

    ... Special Section CAM Quiz on Complementary and Alternative Medicine Past Issues / Winter 2009 Table of Contents For ... low back pain. True False Complementary and alternative medicine (CAM) includes: Meditation Chiropractic Use of natural products, ...

  6. Special Section: Complementary and Alternative Medicine (CAM):Quiz on Complementary and Alternative Medicine

    MedlinePlus

    ... Issues Special Section CAM Quiz on Complementary and Alternative Medicine Past Issues / Winter 2009 Table of Contents For ... for low back pain. True False Complementary and alternative medicine (CAM) includes: Meditation Chiropractic Use of natural products, ...

  7. Quiz: What's the buzz about salt? | NIH MedlinePlus the Magazine

    MedlinePlus

    ... page please turn Javascript on. Feature: Too Much Salt Quiz: What's the buzz about salt? Past Issues / Spring - Summer 2010 Table of Contents The body needs how much salt per day: ¼ teaspoon ½ teaspoon 1 teaspoon ...

  8. American Society of Nephrology Quiz and Questionnaire 2013: Glomerulonephritis

    PubMed Central

    Perazella, Mark A.; Choi, Michael J.

    2014-01-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the Annual Meeting of the American Society of Nephrology. As in past years, the conference hall of the 2013 meeting was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories, along with single best answer questions, were prepared by a panel of experts. Before the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the NQ&Q was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responses and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for CJASN readers. Enjoy the clinical cases and expert discussions. PMID:24578330

  9. American Society of Nephrology Quiz and Questionnaire 2013: RRT.

    PubMed

    Mehrotra, Rajnish; Perazella, Mark A; Choi, Michael J

    2014-08-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the Annual Meeting of the American Society of Nephrology. As in past years, the conference hall of the 2013 meeting was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories, along with single best answer questions, were prepared by a panel of experts. Before the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the NQ&Q was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responses and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for CJASN readers. Enjoy the clinical cases and expert discussions. PMID:24875191

  10. American Society of Nephrology quiz and questionnaire 2013: glomerulonephritis.

    PubMed

    Fervenza, Fernando C; Perazella, Mark A; Choi, Michael J

    2014-05-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the Annual Meeting of the American Society of Nephrology. As in past years, the conference hall of the 2013 meeting was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories, along with single best answer questions, were prepared by a panel of experts. Before the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the NQ&Q was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responses and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for CJASN readers. Enjoy the clinical cases and expert discussions. PMID:24578330

  11. To Tell the Tooth

    MedlinePlus

    ... Videos Dudley and Friends Sesame Street Ad Council Games and Quizzes Visit the Dentist with Marty To ... Presentations and Resources Smile Smarts Dental Health Curriculum Games and Quizzes Visit the Dentist with Marty To ...

  12. Idiopathic Interstitial Pneumonias

    MedlinePlus

    ... ALL NEWS > Resources First Aid Videos Figures Images Audio Pronunciations The One-Page Manual of Health Quizzes ... ALL NEWS > Resources First Aid Videos Figures Images Audio Pronunciations The One-Page Manual of Health Quizzes ...

  13. Effects of a test taking strategy on postsecondary computer assisted chemistry assessments

    NASA Astrophysics Data System (ADS)

    Manco, Sharon Ann

    Metacognitive test taking strategies have proven advantageous in improving content-based test scores in a wide variety of disciplines and age/grade levels using traditional paper-and-pencil tests. However, despite the increase in computer assisted assessment (CAA), little research has examined whether these test taking strategies are effective for computer assisted tests. Research was conducted to determine if learning a proven test taking strategy would improve the online quiz scores of six university students in an introductory chemistry course intended for science, technology, engineering and math majors. Participants completed six to ten chemistry quizzes prior to intervention---learning the test taking strategy---and four to eight chemistry quizzes after intervention. Results indicated that, while students learned the strategy, it had little effect on their online chemistry quiz scores. Additionally, at the end of the semester, participants completed a satisfaction survey indicating general satisfaction with having learned the test taking strategy and generalization to other courses and types of tests. Furthermore, results suggest that adaptations to the on-line delivery method of the quizzes and to the test taking strategies may improve the robustness of the effect. Due to the increased use of computer assisted assessment, additional research is warranted to determine appropriate test taking strategies for online tests.

  14. Where on Earth...? MISR Mystery Image Quiz #6

    NASA Technical Reports Server (NTRS)

    2002-01-01

    Here's another chance to play geographical detective! This Multi-angle Imaging SpectroRadiometer (MISR) image covers an area of about 298 kilometers x 358 kilometers, and was captured by the instrument's vertical-viewing (nadir) camera on December 27, 2001. Use any reference materials you like and answer the following five questions: The large lagoon in the image is named for a particular type of bird. Name the bird. Note the sediment plume emanating from the southern end of the lagoon. Sailors in the 16th century imagined this outlet to be the mouth of a large river. What did they call the river? A series of wave-like points and curls form 'cusps' on the inner shores of the lagoon. Which ONE of the following is most responsible for the formation of these cusps? Violent storm impacts on erosion and accretion Wind and tide-driven sediment transport and circulation Tectonic folding associated with nearby mountain ridges Bathymetric effects of dredging operations True or false: Changes in regional precipitation associated with large scale atmospheric circulation patterns have no effect on the salinity of the lagoon's water. Which one of these is NOT distributed within the area covered by this image? Ruppia maritima Chelonia mydas Tapirus bairdii Microcystis aeruginosa E-mail your answers, name (initials are acceptable if you prefer), and your hometown by Tuesday, February 19, 2002 to suggestions@mail-misr.jpl.nasa.gov. Answers will be published on the MISR web site in conjunction with the next weekly image release. The names and home towns of respondents who answer all questions correctly by the deadline will also be published in the order responses were received. The first 3 people on this list who are not affiliated with NASA, JPL, or MISR and who did not win a prize in the last quiz will be sent a print of the image. A new 'Where on Earth...?' mystery appears as the MISR 'image of the week' approximately once per month. A new image of the week is released every

  15. Instrumented and interactive limb models for biomechanics education: An assessment of efficacy and engagement.

    PubMed

    Sulas, Romina; Liem, Nicholas; Kark, Lauren

    2015-08-01

    Custom anatomical and instrumented models of the human arm and leg were designed and manufactured to complement the teaching of introductory biomechanics subjects. The models were assessed for engagement and efficacy via questionnaires and unscheduled pop-quizzes, respectively. Questionnaire results demonstrated the ability of the models to provide assistance with understanding and visualising the fundamental principles of biomechanics. Additionally, the majority of students who participated also stated that the models enhanced their motivation to learn and stimulated their interest in biomechanics. Results from the pop-quizzes were ambiguous about the efficacy of the arm and leg models; only one group (out of five) showed significant improvements in pop-quiz scores following exposure to the models. Significance was not reached in the remaining groups. Further assessment is required to expose the true efficacy of the models. PMID:26737089

  16. Using Higher Order Thinking Questions to Foster Critical Thinking: A Classroom Study

    ERIC Educational Resources Information Center

    Barnett, Jerrold E.; Francis, Alisha L.

    2012-01-01

    To determine if quizzes containing higher order thinking questions are related to critical thinking and test performance when utilised in conjunction with an immersion approach to instruction and effort-based grading, sections of an "Educational Psychology" course were assigned to one of three quizzing conditions. Quizzes contained factual…

  17. Hypertension and Diabetes Mellitus: A Preliminary South African Health Promotion Activity Using Service-Learning Principles.

    PubMed

    Srinivas, Sunitha C; Paphitis, Sharli Anne

    2016-06-01

    A marked increase in the chronic non-communicable diseases such as hypertension and diabetes mellitus in the South African population is in concert with global trends. A health promotion activity carried out by pharmacy students for school learners during the Sasol National Festival of Science and Technology (SciFest) in South Africa was used as a service-learning opportunity. Pilot tested quizzes on hypertension and diabetes were used to determine the level of knowledge of attendees before and after taking the computer based quiz. Posters, information leaflets and interactive models on these two conditions were also used to reach out to the larger population. Of the 203 participants for the hypertension quiz, 169 completed both the pre- and post-intervention quizzes. Similarly, 86 of the 104 participants for the diabetes quiz, completed both the pre- and post-intervention quizzes. The results show that the post-intervention quiz resulted in a significant increase in the scores from 78.2 to 85.6 % in the case of Hypertension while a marginal increase from 94.2 to 95.5 % was obtained in the case of diabetes. The knowledge of the SciFest attendees with regard to both conditions is above average and improved further after the educational intervention. Health promotion activities which include interactive educational methods and culturally appropriate materials carried out by pharmacy students during service-learning courses are important for improving the awareness on the prevention of these chronic health conditions. Heath promotion service-learning courses can assist in addressing the health care gaps which arise because of a lack of co-ordinated efforts between NGO's and local Government to address the prevention and management of non-communicable diseases such as hypertension and diabetes mellitus. PMID:26659854

  18. Misconceptions Highlighted among Medical Students in the Annual International Intermedical School Physiology Quiz

    ERIC Educational Resources Information Center

    Cheng, Hwee-Ming; Durairajanayagam, Damayanthi

    2012-01-01

    The annual Intermedical School Physiology Quiz (IMSPQ), initiated in 2003, is now an event that attracts a unique, large gathering of selected medical students from medical schools across the globe. The 8th IMSPQ, in 2010, hosted by the Department of Physiology, University of Malaya, in Kuala Lumpur, Malaysia, had 200 students representing 41…

  19. Sustaining Learning through Assessment: An Evaluation of the Value of a Weekly Class Quiz

    ERIC Educational Resources Information Center

    Haigh, Martin

    2007-01-01

    Commencing each class session with a class quiz, which emphasizes the previous week's work and is supported by immediate feedback, encourages students to revise their notes ahead of the session, undertake more reading and keep pace with course progression. It reduces the necessity for any spoken review of the previous week's work, provides…

  20. Older Adults' Level of Knowledge about Old Age Using the Facts of Aging Quiz.

    ERIC Educational Resources Information Center

    Atkins, Arleen J.

    The Facts on Aging Quiz (FAQ) has been used in different studies to assess the level of knowledge about old age. It contains 25 factual statements concerning basic physical, mental, and social facts and the most common misconceptions about aging. One purpose of this study was to identify the most frequent misconceptions in a group of older adults…

  1. Gender differences in response to questions on the australian national chemistry quiz

    NASA Astrophysics Data System (ADS)

    Walding, Richard; Fogliani, Charles; Over, Ray; Bain, John D.

    In contrast to the attention given to the relative levels of achievement of boys and girls in mathematics, the question of whether there are sex differences in the solution of chemistry questions has not attracted much attention. This study compares the performance of boys and girls in the Australian National Chemistry Quiz (Chem Quiz), a multiple-choice test conducted by the Royal Australian Chemical Institute. The analyses were based on results from 27,000 students in Years 11 and 12 and 16,000 students in Year 10 who completed the Chem Quiz in 1991. Although some questions in the Chem Quiz were solved equally well by boys and girls, on many questions boys outperformed girls. The extreme case was a question answered correctly by 67% of Year 10 boys in contrast to 48% of Year 10 girls. Several reasons why boys and girls might differ in the rates they solve at least some chemistry questions are discussed, and directions for identifying the nature, extent, and basis for sex differences are outlined.

  2. What Happened Next? Making and Using an Interactive DVD Quiz Game

    ERIC Educational Resources Information Center

    Sluman, Jonny

    2013-01-01

    In this article Jonny Sluman describes how he adapted an interactive DVD quiz game at a Christmas family get-together into an exciting, creative science activity to teach his students. The rounds included: a "quick fire" question round, a "what happened next" round, a music round, and a "spot the difference" round.…

  3. American Society of Nephrology Quiz and Questionnaire 2015: Electrolytes and Acid-Base Disorders.

    PubMed

    Rosner, Mitchell H; Perazella, Mark A; Choi, Michael J

    2016-04-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the annual Kidney Week meeting of the American Society of Nephrology. During the 2015 meeting the conference hall was once again overflowing with eager quiz participants. Topics covered by the experts included electrolyte and acid-base disorders, glomerular disease, end-stage renal disease and dialysis, and kidney transplantation. Complex cases representing each of these categories together with single-best-answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of nephrology fellowship programs and nephrology fellows in the United States answered the questions through an internet-based questionnaire. During the live session members of the audience tested their knowledge and judgment on the same series of case-oriented questions in a quiz. The audience compared their answers in real time using a cell-phone app containing the answers of the nephrology fellows and training program directors. The results of the online questionnaire were displayed, and then the quiz answers were discussed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces selected content of educational value for theClinical Journal of the American Society of Nephrologyreaders. Enjoy the clinical cases and expert discussions. PMID:26825098

  4. American Society of Nephrology Quiz and Questionnaire 2015: ESRD/RRT.

    PubMed

    Lok, Charmaine E; Perazella, Mark A; Choi, Michael J

    2016-07-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. During the 2015 meeting, the conference hall was once again overflowing with eager quiz participants. Topics covered by the experts included electrolyte and acid-base disorders, glomerular disease, ESRD and dialysis, and kidney transplantation. Complex cases representing each of these categories together with single best answer questions were prepared and submitted by the panel of experts. Before the meeting, training program directors of nephrology fellowship programs and nephrology fellows in the United States answered the questions through an internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on the same series of case-oriented questions in a quiz. The audience compared their answers in real time using a cellphone application containing the answers of the nephrology fellows and training program directors. The results of the online questionnaire were displayed, and then, the quiz answers were discussed. As always, the audience, lecturers, and moderators enjoyed this highly educational session. This article recapitulates the session and reproduces selected content of educational value for the readers of the Clinical Journal of the American Society of Nephrology Enjoy the clinical cases and expert discussions. PMID:27094608

  5. Information literacy skills retention over the first professional year of pharmacy school.

    PubMed

    Chiarella, Deborah; Khadem, Tina M; Brown, Jack E; Wrobel, Mark J

    2014-01-01

    The authors aimed to determine if first-professional-year pharmacy students retain library literature search skills throughout the school year. Students (n = 61 consented) were given an identical seven-item quiz on basic library search skills prior to library instruction in the fall semester and at the end of the spring semester. There was no significant difference between median scores on the two quizzes, nor were any significant differences noted in subgroup analyses. Search competency may be retained to a higher degree if library instruction is moved later in the pharmacy curriculum when literature search skills are used more often. PMID:25023018

  6. Undergraduate urology teaching: results of a pre-examination revision quiz.

    PubMed Central

    Kelly, M J

    1987-01-01

    A 'revision quiz' using some 20 projected photographic slides and a structured open-ended answer sheet was administered to, and marked for, 75 Final MB candidates and 7 Final FRCS candidates at Bristol. Despite only a modest exposure to specialist urological teaching, the undergraduates were judged to have achieved an acceptable level of performance in most areas except for treatment of urinary infections. The performance of the senior house officers was not better than that of the undergraduates. Nearly all candidates in both groups undermarked their own scripts compared to the marks given by their teachers, thus fuelling, perhaps needlessly, their anxieties about examinations. PMID:3694599

  7. Pregnancy Quiz

    MedlinePlus

    ... can build and maintain cells, tissues, and organs. Healthy food choices like fruits, vegetables, whole-grain breads and pastas, non-fat or low-fat milk products, and low-fat protein sources, such as lean red meat, poultry without ...

  8. Anaphylaxis Quiz

    MedlinePlus

    American Academy of Allergy Asthma & Immunology Menu Search Main navigation Skip to content Conditions & Treatments Allergies Asthma Primary Immunodeficiency Disease Related Conditions Drug Guide Conditions Dictionary Just ...

  9. COPD Quiz

    MedlinePlus

    ... COPD is: A. allergies B. cigarette smoke C. air pollution Question 4. Common signs and symptoms of COPD ... smoke B. avoid other lung irritants, such as air pollution, chemical fumes, and dust C. follow your treatment ...

  10. Antibiotics Quiz

    MedlinePlus

    ... Viruses b) Bacteria c) Viruses and Bacteria 2. Bacteria are germs that cause colds and flu. a) ... The Flu c) Cold d) Strep Throat 4. Bacteria that cause infections can become resistant to antibiotics. ...

  11. Pregnancy Quiz

    MedlinePlus

    ... your body is working harder than ever to fuel the growth of a precious new life. While you only need 300 extra calories each day, the kind of food you eat is very important because it affects how your baby can build and maintain cells, tissues, and organs. Healthy food choices like fruits, ...

  12. Asthma Quiz

    MedlinePlus

    ... Asthma is a chronic disease that requires ongoing management. Personalized plans for treatment may include medications, an asthma action plan, and environmental control measures to avoid your child's asthma triggers. ...

  13. American Society of Nephrology Quiz and Questionnaire 2014: Acid-Base and Electrolyte Disorders

    PubMed Central

    2015-01-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, in 2014 the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases from each of these categories along with single-best-answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions using an Internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the acid-base and electrolyte disorders portion of the session and reproduces its educational value for the readers of the Clinical Journal of the American Society of Nephrology. Enjoy the clinical cases and expert discussions. PMID:25617429

  14. American Society of Nephrology quiz and questionnaire 2014: acid-base and electrolyte disorders.

    PubMed

    Rosner, Mitchell H; Perazella, Mark A; Choi, Michael J

    2015-03-01

    The Nephrology Quiz and Questionnaire remains an extremely popular session for attendees of the Annual Kidney Week Meeting of the American Society of Nephrology. Once again, in 2014 the conference hall was overflowing with audience members and eager quiz participants. Topics covered by the expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases from each of these categories along with single-best-answer questions were prepared and submitted by the panel of experts. Before the meeting, program directors of United States nephrology training programs and nephrology fellows answered the questions using an Internet-based questionnaire. During the live session, members of the audience tested their knowledge and judgment on a series of case-oriented questions prepared and discussed by the experts. They compared their answers in real time using audience response devices with the answers of the nephrology fellows and training program directors. The correct and incorrect answers were then discussed after the audience responses and the results of the questionnaire were displayed. As always, the audience, lecturers, and moderators enjoyed this educational session. This article recapitulates the acid-base and electrolyte disorders portion of the session and reproduces its educational value for the readers of the Clinical Journal of the American Society of Nephrology. Enjoy the clinical cases and expert discussions. PMID:25617429

  15. Small-Group Learning in an Upper-Level University Biology Class Enhances Academic Performance and Student Attitudes Toward Group Work

    PubMed Central

    Nakonechny, Joanne; Cragg, Jacquelyn J.; Ramer, Matt S.

    2010-01-01

    To improve science learning, science educators' teaching tools need to address two major criteria: teaching practice should mirror our current understanding of the learning process; and science teaching should reflect scientific practice. We designed a small-group learning (SGL) model for a fourth year university neurobiology course using these criteria and studied student achievement and attitude in five course sections encompassing the transition from individual work-based to SGL course design. All students completed daily quizzes/assignments involving analysis of scientific data and the development of scientific models. Students in individual work-based (Individualistic) sections usually worked independently on these assignments, whereas SGL students completed assignments in permanent groups of six. SGL students had significantly higher final exam grades than Individualistic students. The transition to the SGL model was marked by a notable increase in 10th percentile exam grade (Individualistic: 47.5%; Initial SGL: 60%; Refined SGL: 65%), suggesting SGL enhanced achievement among the least prepared students. We also studied student achievement on paired quizzes: quizzes were first completed individually and submitted, and then completed as a group and submitted. The group quiz grade was higher than the individual quiz grade of the highest achiever in each group over the term. All students – even term high achievers –could benefit from the SGL environment. Additionally, entrance and exit surveys demonstrated student attitudes toward SGL were more positive at the end of the Refined SGL course. We assert that SGL is uniquely-positioned to promote effective learning in the science classroom. PMID:21209910

  16. The Effect of Response Cards on Participation and Weekly Quiz Scores of University Students Enrolled in Introductory Psychology Courses

    ERIC Educational Resources Information Center

    Clayton, Michael C.; Woodard, Camille

    2007-01-01

    Increasing student participation in college classrooms is an overlooked yet socially valid endeavor. The present study attempted to increase student participation, accuracy of responding, and weekly quiz scores, by incorporating student response-cards. Measures of social validity were also addressed. One hundred twenty university students in two…

  17. The Additive Effects of Scripted Lessons Plus Guided Notes on Science Quiz Scores of Students with Intellectual Disability and Autism

    ERIC Educational Resources Information Center

    Jimenez, Bree A.; Lo, Ya-yu; Saunders, Alicia F.

    2014-01-01

    This study examined the effects of scripted lessons (SLs) alone and in combination with guided notes during science instruction on science quiz scores of three elementary students with moderate to severe intellectual disability and autism. This study used a multiple probe across three science units design with replication across students and…

  18. An Item Response Theory Analysis of Palmore's Facts on Aging Quiz (FAQ) Using the Three Parameter Model.

    ERIC Educational Resources Information Center

    Obiekwe, Jerry C.

    Palmore's Facts on Aging Quiz (FAQ) (E. Palmore, 1977) is an instrument that is used to educate, to measure learning, to test knowledge, to measure attitudes toward aging, and in research. A comparative analysis was performed between the FAQ I and its multiple choice version and the FAQ II and its multiple choice version in terms of their item…

  19. What Do Students Do when Asked to Diagnose Their Mistakes? Does It Help Them? II. A More Typical Quiz Context

    ERIC Educational Resources Information Center

    Yerushalmi, Edit; Cohen, Elisheva; Mason, Andrew; Singh, Chandralekha

    2012-01-01

    "Self-diagnosis tasks" aim at fostering students' learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students' learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class…

  20. Nontraditional approach to algebra-based general physics

    NASA Astrophysics Data System (ADS)

    Meltzer, David E.

    1997-03-01

    In order to improve the degree of conceptual learning in our algebra-based general physics course, the second semester (of a two-semester sequence) has been taught in a nontraditional format during the past year. The key characteristics of this course were: 1) Intense and continuous use of interactive-engagement methods and cooperative learning; 2) coverage of less than half of the conventional number of topics, 3) heavy emphasis on qualitative questions as opposed to quantitative problems, 4) adjustment of the pacing of the course based on continuous (twice per week) formative assessment. The students enrolled in the course were relatively poorly prepared, with weak mathematical skills. Open-book quizzes stressing qualitative concepts in electricity and magnetism were given twice per week; most were given in "group quiz" format, allowing collaboration. Exams (also open-book) were all done individually. Most of the class time was taken up by quizzes, and by interactive discussion and group work related to quiz questions. New topics were not introduced until a majority of the class demonstrated competence in the topic under discussion. Despite lengthy and intensive focus on qualitative, conceptual questions and simple quantitative problems, only a small minority of the class ultimately demonstrated mastery of the targeted concepts. Frequent testing and re-testing of the students on basic concepts disclosed tenacious persistence of misconceptions.

  1. Representational Format, Student Choice, and Problem Solving in Physics

    NASA Astrophysics Data System (ADS)

    Kohl, P. B.; Finkelstein, N. D.

    2005-09-01

    Student problem-solving ability appears to be tied to the representational format of the problem (math, pictorial, graphical, verbal). In a study of a 367-student algebra-based physics class, we examine student problem solving ability on homework problems given in four different representational formats, with problems as close to isomorphic as possible. In addition, we examine students' capacity for assessing their own representational competence by giving follow-up quizzes in which the students can choose between various problem formats. We report student performance and consider factors that may influence their ability or choices. As a control, part of the class was assigned a random-format follow-up quiz where students received quiz formats at random. We find that there are statistically significant performance differences between isomorphic problems. We also find that allowing students to choose which representational format they use improves student performance under some circumstances and degrades it in others.

  2. Medical student web-based formative assessment tool for renal pathology

    PubMed Central

    Bijol, Vanesa; Byrne-Dugan, Cathryn J.; Hoenig, Melanie P.

    2015-01-01

    Background Web-based formative assessment tools have become widely recognized in medical education as valuable resources for self-directed learning. Objectives To explore the educational value of formative assessment using online quizzes for kidney pathology learning in our renal pathophysiology course. Methods Students were given unrestricted and optional access to quizzes. Performance on quizzed and non-quizzed materials of those who used (‘quizzers’) and did not use the tool (‘non-quizzers’) was compared. Frequency of tool usage was analyzed and satisfaction surveys were utilized at the end of the course. Results In total, 82.6% of the students used quizzes. The greatest usage was observed on the day before the final exam. Students repeated interactive and more challenging quizzes more often. Average means between final exam scores for quizzed and unrelated materials were almost equal for ‘quizzers’ and ‘non-quizzers’, but ‘quizzers’ performed statistically better than ‘non-quizzers’ on both, quizzed (p=0.001) and non-quizzed (p=0.024) topics. In total, 89% of surveyed students thought quizzes improved their learning experience in this course. Conclusions Our new computer-assisted learning tool is popular, and although its use can predict the final exam outcome, it does not provide strong evidence for direct improvement in academic performance. Students who chose to use quizzes did well on all aspects of the final exam and most commonly used quizzes to practice for final exam. Our efforts to revitalize the course material and promote learning by adding interactive online formative assessments improved students’ learning experience overall. PMID:25833824

  3. Engaging Non-science Students in Large Classes

    NASA Astrophysics Data System (ADS)

    Harris, S. E.

    2008-12-01

    Most students in introductory geoscience courses are not headed toward careers as scientists. One high- enrollment science course may be a student's only opportunity to engage with science from a scientific perspective. Given that earth systems science is immensely relevant to human society today, engaging students in these large enrollment courses is a crucial and golden opportunity. Two engagement techniques were used in a large class for non-science students called "Earth and the Solar System": (1) short on-line quizzes prior to each class, based on reading material (an aspect of Just-in-Time- Teaching), and (2) in-class activities that required students to address some important concept and submit a written response. On-line pre-class quizzes provided an incentive for students to grapple with course material on an ongoing basis, and prepare them for each class. Questions submitted by students during the quizzes revealed common confusions and common interests that could be addressed by the instructor in a timely way. Students who regularly kept up with the quizzes scored significantly higher on high stakes exams than those who did not (p-value <0.01). Students who participated in class activities more than 75% of the time scored on average 9-10% higher on high stakes exams than those who participated less frequently (p-value <0.001). On exam questions that addressed the same concept as was addressed in an activity, those who participated in that particular activity scored higher on the conceptually matching exam questions. There is some indication that completing the activities was more effective (produced a greater gain in exam score) for female than for male students. While this was not a controlled experiment (students self-selected their participation levels), surveys of students regarding the effectiveness of pre-class quizzes and in-class activities show that they regarded both as valuable learning experiences and favored keeping both aspects in the course

  4. Prototype of a Questionnaire and Quiz System for Supporting Increase of Health Awareness During Wait Time in Dispensing Pharmacy

    NASA Astrophysics Data System (ADS)

    Toda, Takeshi; Chen, Poa-Min; Ozaki, Shinya; Ideguchi, Naoko; Miyaki, Tomoko; Nanbu, Keiko; Ikeda, Keiko

    For quit-smoking clinic and its campaign, there was a need for pharmacists to investigate pediatric patient's parent consciousness to tobacco harm utilizing wait time in a pediatric dispensing pharmacy. In this research, we developed the questionnaire and quiz total system using the tablet for user interface, in which people can easily answer the questionnaire/quiz and quickly see the total results on the spot in order to enhance their consciousness to the tobacco harm. The system also provides their tobacco dependence level based on the questionnaire results and some advice for their health and dietary habits due to the tobacco dependence level. From a field trial with one hundred four examinees in the pediatric dispensing pharmacy, the user interface was useful compared to conventional questionnaire form. The system could enhance their consciousness to tobacco harm and make their beneficial use of waiting time in dispensing pharmacy. Some interesting suggestions for improvement and new services were also obtained.

  5. American Society of Nephrology Quiz and Questionnaire 2013: Electrolyte and Acid-Base

    PubMed Central

    2014-01-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the annual meeting of the American Society of Nephrology. As in past years, the conference hall was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single-best-answer questions were prepared by a panel of experts. Prior to the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the NQ&Q was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responses, and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:24558051

  6. American Society of Nephrology Quiz and Questionnaire 2012: Renal Replacement Therapy

    PubMed Central

    Glassock, Richard J.; Bleyer, Anthony J.

    2013-01-01

    Summary Presentation of the Nephrology Quiz and Questionnaire has become an annual tradition at the meetings of the American Society of Nephrology. It is a very popular session judged by consistently large attendance. Members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. They can also compare their answers in real time, using audience response devices, with the answers of program directors of nephrology training programs in the United States acquired through an Internet-based questionnaire. Topics presented here include fluid and electrolyte disorders, glomerular diseases, transplantation, and ESRD and dialysis. Cases representing each of these categories along with single best answer questions were prepared by a panel of experts (Drs. Palmer, Fervenza, and Brennan and Mehrotra, respectively). The correct and incorrect answers then were briefly discussed after the audience responses, and the results of the questionnaire were displayed. This article tries to recapitulate the session and reproduce its educational value for a larger audience—the readers of the CJASN. PMID:23559678

  7. American Society of Nephrology Quiz and Questionnaire 2013: electrolyte and acid-base.

    PubMed

    Palmer, Biff F; Perazella, Mark A; Choi, Michael J

    2014-06-01

    The Nephrology Quiz and Questionnaire (NQ&Q) remains an extremely popular session for attendees of the annual meeting of the American Society of Nephrology. As in past years, the conference hall was overflowing with interested audience members. Topics covered by expert discussants included electrolyte and acid-base disorders, glomerular disease, ESRD/dialysis, and transplantation. Complex cases representing each of these categories along with single-best-answer questions were prepared by a panel of experts. Prior to the meeting, program directors of United States nephrology training programs answered questions through an Internet-based questionnaire. A new addition to the NQ&Q was participation in the questionnaire by nephrology fellows. To review the process, members of the audience test their knowledge and judgment on a series of case-oriented questions prepared and discussed by experts. Their answers are compared in real time using audience response devices with the answers of nephrology fellows and training program directors. The correct and incorrect answers are then briefly discussed after the audience responses, and the results of the questionnaire are displayed. This article recapitulates the session and reproduces its educational value for the readers of CJASN. Enjoy the clinical cases and expert discussions. PMID:24558051

  8. Psychology: Teacher Supplement.

    ERIC Educational Resources Information Center

    Stark, Rebecca

    This supplement provides teachers with tests, quizzes, answers to questions in the text, and general teaching information for using the student text, "Psychology," by Rebecca Stark. Quizzes included are on the topics of human development; the nervous system; the brain; cognitive development; sensation and perception; conditioning; learning;…

  9. Incorporating Active Learning Techniques into a Genetics Class

    ERIC Educational Resources Information Center

    Lee, W. Theodore; Jabot, Michael E.

    2011-01-01

    We revised a sophomore-level genetics class to more actively engage the students in their learning. The students worked in groups on quizzes using the Immediate Feedback Assessment Technique (IF-AT) and active-learning projects. The IF-AT quizzes allowed students to discuss key concepts in small groups and learn the correct answers in class. The…

  10. Effects of Primer Podcasts on Stimulating Learning from Lectures: How Do Students Engage?

    ERIC Educational Resources Information Center

    Popova, Anguelina; Kirschner, Paul A.; Joiner, Richard

    2014-01-01

    A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either planned or spot quizzes) and the like can be used to maximize learning. This study uses two…

  11. Case in Point: Stronach v. Virginia State U. (2008): Does Academic Freedom Give a Professor the Final Say on Grades?

    ERIC Educational Resources Information Center

    White, Lawrence

    2008-01-01

    Virginia State University Carey E. Stronach assigned an undergraduate a final grade of D after the student had failed three classroom quizzes. The student, who claimed to have received A's on two of the quizzes, submitted fax copies of his score sheets to Stronach, who concluded that the student had doctored his scores. The student appealed to the…

  12. Assessments That Promote Collaborative Learning

    ERIC Educational Resources Information Center

    Watanabe, Maika; Evans, Laura

    2015-01-01

    This article discusses assessments that can be used to help encourage a collaborative classroom community, in which students help one another learn mathematics. The authors describe participation quizzes and explanation quizzes as assessment tools that encourage students to work together, share specific questions on challenging mathematics…

  13. Nitrogen Cycle Ninja, A Teaching Exercise.

    ERIC Educational Resources Information Center

    Raun, William R.; And Others

    1997-01-01

    Assesses the effectiveness of using pop quizzes and rewards to improve student retention of the nitrogen cycle. Students able to diagram the N cycle on pop quizzes were rewarded with special cards that included the N cycle. These cards could then be used on subsequent tests in place of memory alone. Six of 11 students tested three months later…

  14. Why Cramming Doesn't Work

    ERIC Educational Resources Information Center

    Glenn, David

    2007-01-01

    Most college instructors probably are not about to start giving the daily quizzes that some researchers recommend to improve learning, so students might want to try testing themselves when they study on their own. But there's a catch: When people study with flashcards, by far the most common method of self-quizzing, they're notoriously bad at…

  15. Increasing Reading Compliance and Metacognitive Strategies in Border Students

    ERIC Educational Resources Information Center

    Culver, Tiffany F.

    2016-01-01

    In an effort to increase reading compliance and active reading strategies, quizzes and reading guides were given to 100 participants in four psychology courses. Each participant was given four weeks of reading quizzes and four weeks of reading guides. Participants consisted of students (freshman through senior level) from two colleges along the…

  16. E-Assessment Adaptation at a Military Vocational College: Student Perceptions

    ERIC Educational Resources Information Center

    Cigdem, Harun; Oncu, Semiral

    2015-01-01

    This survey study examines an assessment methodology through e-quizzes administered at a military vocational college and subsequent student perceptions in spring 2013 at the "Computer Networks" course. A total of 30 Computer Technologies and 261 Electronic and Communication Technologies students took three e-quizzes. Data were gathered…

  17. A Comparison of Concrete and Formal Science Instruction upon Science Achievement and Reasoning Ability of Sixth Grade Students.

    ERIC Educational Resources Information Center

    Saunders, Walter L.; Shepardson, Daniel

    This study examined the effect of formal and concrete instruction upon science achievement and intellectual development of sixth grade students. Formal instruction, which emphasized oral and written language, included lecture, discussion, oral quizzes, written assignments, reading assignments, films, film strips, written tests, and quizzes.…

  18. Teacher-Student Cooperative Learning in the Freshman Writing Course.

    ERIC Educational Resources Information Center

    Ney, James W.

    This study examined the effectiveness of a cooperative learning model for the teaching of Freshman English at the college level. The model involved student presentations based on assigned readings from the texts, nine compositions and daily quizzes on the reading material, and peer grading of the daily quizzes as well as mid-term and final exams,…

  19. The Value of Computer Based Formative Assessment in Undergraduate Biological Science Teaching

    ERIC Educational Resources Information Center

    Pitt, Sarah J.; Gunn, Alan

    2004-01-01

    The impact of introducing computer-based self-assessment quizzes on examination performance was monitored in 5 modules delivered to undergraduate students in the first, second, and final years at university over a 2-3 year period. The patterns of usage were also monitored to determine the extent to which the quizzes were used and whether there…

  20. Impact of a Student Response System on Short- and Long-Term Learning in a Drug Literature Evaluation Course

    PubMed Central

    Liu, Flora C.; Gettig, Jacob P.

    2010-01-01

    Objective To evaluate the effectiveness of a student response system on short- and long-term learning in a required second-year pharmacy course. Method Student volunteers enrolled in the course Drug Literature Evaluation were blinded and randomized to 1 of 2 groups. Group 1 attended a lecture in which the instructor used a student response system. Group 2 attended the same lecture by the same instructor an hour later, but no student response system was used. A 16-point unannounced quiz on the lecture material was administered to both groups at the end of class. Approximately 1 month later, both groups were given another unannounced quiz on the same material to test long-term student learning. Results One hundred seventy-nine (92.3%) students participated in both quizzes. Students who attended the class in which the student response system was used scored an average 1 point higher on quiz 1 than students who were assigned to the control group (10.7 vs. 9.7; p = 0.02). No significant difference was seen between the quiz 2 scores of the 2 groups (9.5 vs. 9.5; p = 0.99). Conclusions The use of a student response system can positively impact students' short-term learning; however, that positive effect did not appear to last over time. Faculty members may want to consider the use of student response systems to enhance student learning in large lecture classes. PMID:20221357

  1. Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology.

    PubMed

    Tune, Johnathan D; Sturek, Michael; Basile, David P

    2013-12-01

    The purpose of this study was to assess the effectiveness of a traditional lecture-based curriculum versus a modified "flipped classroom" curriculum of cardiovascular, respiratory, and renal physiology delivered to first-year graduate students. Students in both courses were provided the same notes and recorded lectures. Students in the modified flipped classroom were required to watch the prerecorded lectures before class and then attend class, where they received a quiz or homework covering material in each lecture (valued at 25% of the final grade) followed by a question and answer/problem-solving period. In the traditional curriculum, attending lectures was optional and there were no quizzes. Evaluation of effectiveness and student performance was achieved by having students in both courses take the same multiple-choice exams. Within a comparable group of graduate students, participants in the flipped course scored significantly higher (P ≤ 0.05) on the cardiovascular, respiratory, and weighted cumulative sections by an average of >12 percentage points. Exam averages for students in the flipped course also tended to be higher on the renal section by ∼11 percentage points (P = 0.06). Based on our experience and responses obtained in blinded student surveys, we propose that the use of homework and in-class quizzes were critical motivating factors that likely contributed to the increase in student exam performance. Taken together, our findings support that the flipped classroom model is a highly effective means in which to disseminate key physiological concepts to graduate students. PMID:24292907

  2. Programming Wireless Handheld Devices for Applications in Teaching Astronomy

    NASA Astrophysics Data System (ADS)

    Budiardja, R.; Saranathan, V.; Guidry, M.

    2002-12-01

    Wireless technology implemented with handheld devices has attractive features because of the potential to access large amounts of data and the prospect of on-the-fly computational analysis from a device that can be carried in a shirt pocket. We shall describe applications of such technology to the general paradigm of making digital wireless connections from the field to upload information and queries to network servers, executing (potentially complex) data analysis and/or database operations on fast network computers, and returning real-time information from this analysis to the handheld device in the field. As illustration, we shall describe several client/server programs that we have written for applications in teaching introductory astronomy. For example, one program allows static and dynamic properties of astronomical objects to be accessed in a remote observation laboratory setting using a digital cell phone or PDA. Another implements interactive quizzing over a cell phone or PDA using a 700-question introductory astronomy quiz database, thus permitting students to study for astronomy quizzes in any environment in which they have a few free minutes and a digital cell phone or wireless PDA. The presentation will include hands-on demonstrations with real devices.

  3. Increasing Active Student Responding in a University Applied Behavior Analysis Course: The Effect of Daily Assessment and Response Cards on End of Week Quiz Scores

    ERIC Educational Resources Information Center

    Malanga, Paul R.; Sweeney, William J.

    2008-01-01

    The study compared the effects of daily assessment and response cards on average weekly quiz scores in an introduction to applied behavior analysis course. An alternating treatments design (Kazdin 1982, "Single-case research designs." New York: Oxford University Press; Cooper et al. 2007, "Applied behavior analysis." Upper Saddle River:…

  4. Teaching resources for dermatology on the WWW--quiz system and dynamic lecture scripts using a HTTP-database demon.

    PubMed Central

    Bittorf, A.; Diepgen, T. L.

    1996-01-01

    The World Wide Web (WWW) is becoming the major way of acquiring information in all scientific disciplines as well as in business. It is very well suitable for fast distribution and exchange of up to date teaching resources. However, to date most teaching applications on the Web do not use its full power by integrating interactive components. We have set up a computer based training (CBT) framework for Dermatology, which consists of dynamic lecture scripts, case reports, an atlas and a quiz system. All these components heavily rely on an underlying image database that permits the creation of dynamic documents. We used a demon process that keeps the database open and can be accessed using HTTP to achieve better performance and avoid the overhead involved by starting CGI-processes. The result of our evaluation was very encouraging. Images Figure 3 PMID:8947625

  5. Teaching resources for dermatology on the WWW--quiz system and dynamic lecture scripts using a HTTP-database demon.

    PubMed

    Bittorf, A; Diepgen, T L

    1996-01-01

    The World Wide Web (WWW) is becoming the major way of acquiring information in all scientific disciplines as well as in business. It is very well suitable for fast distribution and exchange of up to date teaching resources. However, to date most teaching applications on the Web do not use its full power by integrating interactive components. We have set up a computer based training (CBT) framework for Dermatology, which consists of dynamic lecture scripts, case reports, an atlas and a quiz system. All these components heavily rely on an underlying image database that permits the creation of dynamic documents. We used a demon process that keeps the database open and can be accessed using HTTP to achieve better performance and avoid the overhead involved by starting CGI-processes. The result of our evaluation was very encouraging. PMID:8947625

  6. What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context

    NASA Astrophysics Data System (ADS)

    Yerushalmi, Edit; Cohen, Elisheva; Mason, Andrew; Singh, Chandralekha

    2012-12-01

    “Self-diagnosis tasks” are aimed at fostering diagnostic behavior by explicitly requiring students to present diagnosis as part of the activity of reviewing their problem solutions. Recitation groups in an introductory physics class of about 200 college students were distributed into a control group and three intervention groups in which different levels of guidance were provided for performing self-diagnosis activities. We investigated how well students self-diagnose their solutions in the different interventions and examined the effect of students’ self-diagnosis on subsequent problem solving in the different intervention groups. We found that in the context of an atypical quiz, while external support altered the self-diagnosis performance, the self-diagnosis score was not correlated with subsequent problem-solving performance on a transfer problem. We discuss possible explanations for our findings.

  7. ``Retests'': A better method of test corrections

    NASA Astrophysics Data System (ADS)

    McManus, Jeff

    2011-02-01

    Physics instructors at all levels employ a variety of techniques to encourage students to reflect on and correct mistakes made on quizzes, unit tests, or exams. A thorough analysis of several methods was recently published in these pages that compared several variations of quiz corrections in college courses. One common method is to have students rewrite the solutions to the questions or problems that they missed, with the goal of earning some part of the missed points. While this method is helpful for some students, it often discourages students with already decent grades to reflect on their work. I use a method called "retesting" with my AP® Physics C students that I learned from my high school geometry teacher, Bill Kramer. I feel his clever method offers significant advantages over more traditional approaches.

  8. Learning the Constellations: From Junior High to Undergraduate Descriptive Astronomy Class

    NASA Astrophysics Data System (ADS)

    Stephens, Denise C.; Hintz, Eric G.; Hintz, Maureen; Lawler, Jeannette; Jones, Michael; Bench, Nathan

    2015-01-01

    As part of two separate studies we have examined the ability of students to learn and remember a group of constellations, bright stars, and deep sky objects. For a group of junior high students we tested their knowledge of only the constellations by giving them a 'constellation quiz' without any instruction. We then provided the students with a lab session, and retested. We also tested a large number of undergraduate students in our descriptive astronomy classes, but in this case there were the same 30 constellations, 17 bright stars, and 3 deep sky objects. The undergraduate students were tested in a number of ways: 1) pre-testing without instruction, 2) self-reporting of knowledge, 3) normal constellation quizzes as part of the class, and 4) retesting students from previous semesters. This provided us with a set of baseline measurements, allowed us to track the learning curve, and test retention of the material. We will present our early analysis of the data.

  9. Effects of reducing scaffolding in an undergraduate electronics lab

    NASA Astrophysics Data System (ADS)

    Halstead, Evan

    2016-07-01

    Design and scientific investigation are recognized as key components of undergraduate physics laboratory curricula. In light of this, many successful lab programs have been developed to train students to develop these abilities, and students in these programs have been shown to exhibit a higher transfer rate of scientific abilities to new situations. This paper describes data from students in an electronics class for physics majors, in which steps were removed from traditional "cookbook" lab guides in order to give students the opportunity to design circuits. Post-lab quizzes were given to investigate how this later affected the students' ability to determine the function of circuits they hadn't seen before. Results are compared with post-lab quiz results from students who were given complete explicit procedures, and no statistically significant difference between the two groups is found. Possible explanations for the null effect and recommended future research directions are provided.

  10. Integration of Video-Based Demonstrations to Prepare Students for the Organic Chemistry Laboratory

    NASA Astrophysics Data System (ADS)

    Nadelson, Louis S.; Scaggs, Jonathan; Sheffield, Colin; McDougal, Owen M.

    2015-08-01

    Consistent, high-quality introductions to organic chemistry laboratory techniques effectively and efficiently support student learning in the organic chemistry laboratory. In this work, we developed and deployed a series of instructional videos to communicate core laboratory techniques and concepts. Using a quasi-experimental design, we tested the videos in five traditional laboratory experiments by integrating them with the standard pre-laboratory student preparation presentations and instructor demonstrations. We assessed the influence of the videos on student laboratory knowledge and performance, using sections of students who did not view the videos as the control. Our analysis of pre-quizzes revealed the control group had equivalent scores to the treatment group, while the post-quiz results show consistently greater learning gains for the treatment group. Additionally, the students who watched the videos as part of their pre-laboratory instruction completed their experiments in less time.

  11. Transfer of Learning through Gender and Ethnicity

    NASA Astrophysics Data System (ADS)

    Calder, Austin M.; Ashbaugh, Emily L.

    2005-09-01

    This brief report compared the performance by gender and ethnicity of 6720 students in an introductory course for the life science majors: Physics 7A and 7B. We compared performance between ethnicities and genders using Z scores taken by quarter. We also performed a binary analysis with achievement of a high grade in 7B as the dependent variable. The results indicate that on average males score higher than females in every ethnic group, and that the only statistically significant ethnic differences in our binary analysis were White and African American, The model indicated that being female reduced odds of achieving a high grade in 7B by one half. Odds were reduced by more than half for African Americans and increased by three halves for White. We also compared gender equity over 18 quizzes. Equity favored quiz questions that are more open ended; this is consistent with some earlier findings in studies of gender equity in introductory physics courses.

  12. Digital assist: A comparison of two note-taking methods (traditional vs. digital pen) for students with emotional behavioral disorders

    NASA Astrophysics Data System (ADS)

    Rody, Carlotta A.

    High school biology classes traditionally follow a lecture format to disseminate content and new terminology. With the inclusive practices of No Child Left Behind, the Common Core State Standards, and end-of-course exam requirement for high school diplomas, classes include a large range of achievement levels and abilities. Teachers assume, often incorrectly, that students come to class prepared to listen and take notes. In a standard diploma, high school biology class in a separate school for students with emotional and behavioral disorders, five students participated in a single-subject, alternating treatment design study that compared the use of regular pens and digital pens to take notes during 21 lecture sessions. Behavior measures were threefold between the two interventions: (a) quantity of notes taken per minute during lectures, (b) quantity of notes or notations taken during review pauses, and (c) percent of correct responses on the daily comprehension quizzes. The study's data indicated that two students were inclined to take more lecture notes when using the digital pen. Two students took more notes with the regular pen. One student demonstrated no difference in her performance with either pen type. Both female students took more notes per minute, on average, than the three males regardless of pen type. During the review pause, three of the five students only added notes or notations to their notes when using the regular pen. The remaining two students did not add to their notes. Quiz scores differed in favor of the regular pen. All five participants earned higher scores on quizzes given during regular pen sessions. However, the differences were minor, and recommendations are made for specific training in note-taking, the pause strategy, and digital pen fluency which may produce different results for both note-taking and quiz scores.

  13. The effect of multimedia interventions on the informed consent process for cataract surgery in rural South India

    PubMed Central

    Karan, Abraar; Somasundaram, Prashanth; Michael, Haben; Shayegani, Aryan; Mayer, Hylton

    2014-01-01

    Context: The provision of ocular surgical interventions for poorer, less educated populations is increasing as a result of increased globalization and outreach. However, these populations still have trouble understanding surgical concepts and are not always fully informed decision makers. Aims: We aimed to test the effect that a multimedia addition to a traditional verbal informed consent would have on patient comprehension of relatively difficult cataract surgical concepts. Settings and Design: We conducted a randomized controlled trial with relatively uneducated patients reporting to a private surgical hospital in Chennai, India. 47 patients were placed into the intervention group and 50 patients were placed into the control group. Materials and Methods: The intervention group was presented with a scripted verbal informed consent as well as a 3-fold pamphlet and a presentation with a 3-dimensional model of the eye. The control group was only presented with a scripted verbal informed consent. The two groups were tested using an 11 item “True/False/I don’t know” quiz directly before the informed consent, directly after the informed consent, and one-day postoperatively. Statistical Analysis Used: Scores on the quiz were compared across groups and time-points using paired t-tests. Results: Patients in the both groups showed a significant improvement in scores between pre- and post-informed consent quizzes (P value on the order of 10-6) and the improvement in scores was significantly greater in the intervention group than the control group (P value on the order of 10-16). There was no significant difference observed in either group with regards to the change in scores between post-informed consent and post-operative quizzes. Conclusion: Multimedia aids in addition to a standard informed consent process are effective in improving patient comprehension even for patients with low literacy and limited knowledge of surgical interventions. PMID:24008787

  14. What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context

    NASA Astrophysics Data System (ADS)

    Yerushalmi, Edit; Cohen, Elisheva; Mason, Andrew; Singh, Chandralekha

    2012-12-01

    “Self-diagnosis tasks” aim at fostering students’ learning in an examination context by requiring students to present diagnoses of their solutions to quiz problems. We examined the relationship between students’ learning from self-diagnosis and the typicality of the problem situation. Four recitation groups in an introductory physics class (˜200 students) were divided into a control group and three intervention groups in which different levels of guidance were provided to aid students in their performance of self-diagnosis activities. The self-diagnosis task was administered twice, first in an atypical problem situation and then in a typical one. In a companion paper we reported our findings in the context of an atypical problem situation. Here we report our findings in the context of a typical problem situation and discuss the effect of problem typicality on students’ self-diagnosis performance and subsequent success in solving transfer problems. We show that the self-diagnosis score was correlated with subsequent problem-solving performance only in the context of a typical problem situation, and only when textbooks and notebooks were the sole means of guidance available to the students for assisting them with diagnosis.

  15. Vygotskian-based grouping: Utilizing the zone of proximal development in a chemistry laboratory

    NASA Astrophysics Data System (ADS)

    Briggle, Justin David

    A large portion of any science major's curriculum utilizes laboratories. Many of these laboratories now incorporate cooperative learning as a result of studies attesting to its beneficial effects. However, little attention has been given to the composition of those groups, specifically at post-secondary education institutes. We have therefore investigated the effectiveness of a grouping technique based on the theories of L. S. Vygotsky and his construct of the zone of proximal development (ZPD) in the context of an undergraduate general chemistry laboratory course at The University of Texas at Austin. All students were responsible for the completion of a short, 11 question, pre-quiz. Depending on their respective classes, students were grouped either according to the ZPD-scheme, based on pre-quiz scores, or randomly, regardless of pre-quiz score. Achievement of the students in each of the two groups was compared in order to determine grouping effectiveness. This study was carried out for 3 semesters (spring 2003, spring 2004, and fall 2004) under two different instructors. Overall, results indicate that grouping according to the ZPD-scheme revealed higher student achievement versus random grouping. Moreover, students scoring low and average on pre-quizzes benefited far more from this grouping method than higher scoring students. The protocol for implementing this grouping scheme is straightforward and is discussed in detail.

  16. Credit Card Quiz.

    ERIC Educational Resources Information Center

    Marks, Jeff

    2000-01-01

    Describes an activity in which students design credit cards and discover for themselves the mathematical realities of buying on credit. Employs multiple-intelligence theory to increase the chance that all students will be reached. (YDS)

  17. Healthy Men - Quiz

    MedlinePlus

    ... Safety Organization (PSO) Program Quality Measure Tools & Resources Tools & Resources Value Surveys on Patient Safety Culture Hospital Survey on Patient Safety Culture Medical Office Survey on Patient Safety Culture Nursing Home Survey ...

  18. Ovarian Cancer Quiz

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  19. Skin Allergy Quiz

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    American Academy of Allergy Asthma & Immunology Menu Search Main navigation Skip to content Conditions & Treatments Allergies Asthma Primary Immunodeficiency Disease Related Conditions Drug Guide Conditions Dictionary Just ...

  20. Teen Diabetes Quiz

    MedlinePlus

    ... Genes also appear to interact with things like viruses and toxins in the environment to cause type 1 diabetes. Read More "Facing Diabetes" Articles Facing Diabetes: What You Need to Know / "Control Your Diabetes. For Life." / "Stop Diabetes Now!" / "Small Steps, Big Rewards": Preventing ...

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    MedlinePlus

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    MedlinePlus

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    MedlinePlus

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  11. NIHSeniorHealth Celebrating 10 Years of online health and wellness information! | NIH MedlinePlus the Magazine

    MedlinePlus

    ... 200 quizzes Frequently asked questions Bi-weekly healthy aging tips Most Popular Health Topics Exercise and Physical Activity * Eating Well as You Get Older * Shingles * Alcohol Use and Older Adults * Alzheimer's Disease * Osteoporosis * Balance ...

  12. Welcome from Library Director Donald A.B. Lindberg, M.D. | NIH MedlinePlus the Magazine

    MedlinePlus

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  13. Understanding Antegrade Colonic Enema (ACE) Surgery

    MedlinePlus

    ... A Podcasts Tools & Quizzes Health Learning Modules Research & Innovations Online Learning Center Health Information Events Calendar RSS ... Programs & Services Patient Experience Measurement Patient Experience: Empathy & Innovation Summit Patient Stories Contact Office of Patient Experience ...

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    MedlinePlus

    ... A Podcasts Tools & Quizzes Health Learning Modules Research & Innovations Online Learning Center Health Information Events Calendar RSS ... Programs & Services Patient Experience Measurement Patient Experience: Empathy & Innovation Summit Patient Stories Contact Office of Patient Experience ...

  15. Successful Application of Active Learning Techniques to Introductory Microbiology.

    ERIC Educational Resources Information Center

    Hoffman, Elizabeth A.

    2001-01-01

    Points out the low student achievement in microbiology courses and presents an active learning method applied in an introductory microbiology course which features daily quizzes, cooperative learning activities, and group projects. (Contains 30 references.) (YDS)

  16. What Happens in the Emergency Room?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Happens in the Emergency Room? KidsHealth > For Kids > ...

  17. What's Mono?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What's Mono? KidsHealth > For Kids > What's Mono? Print A ...

  18. What Happens in the Operating Room?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Happens in the Operating Room? KidsHealth > For Kids > ...

  19. What Is an Ear Infection?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Is an Ear Infection? KidsHealth > For Kids > What ...

  20. What's Mad Cow Disease?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What's Mad Cow Disease? KidsHealth > For Kids > What's Mad ...

  1. What Is Hyperactivity?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Is Hyperactivity? KidsHealth > For Kids > What Is Hyperactivity? ...

  2. What Is a Coma?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What Is a Coma? KidsHealth > For Kids > What Is ...

  3. Talking to your parents about emotional problems

    MedlinePlus

    ... problem? Feeling sad Having body image issues Having eating disorders Feeling stressed Feeling suicidal Feeling anxious or worried Feeling angry Running away Talking to your parents about emotional problems Going to therapy Quizzes Links to more information on girls' feelings ...

  4. School of the Month: Northgate High School, Walnut Creek, California.

    ERIC Educational Resources Information Center

    Dudley, Art

    1983-01-01

    Describes solutions to burgeoning student interest in computers instituted at Northgate High School, including a computer club and independent study in computers. Purpose, membership, scheduling, meetings and activities, courseware, worksheets, and quizzes are discussed. (EJS)

  5. Solar Concepts: Teacher Notes.

    ERIC Educational Resources Information Center

    Gorham, Jonathan W.

    This volume of teacher notes describes teaching methods to support the material presented in the background text and to elaborate on basic solar concepts. Included are objectives and quizzes, teacher notes and bibliographies, and selected student projects. (Author/RE)

  6. Histology on the World Wide Web: A Digest of Resources for Students and Teachers.

    ERIC Educational Resources Information Center

    Cotter, John R.

    1997-01-01

    Provides a list of 37 World Wide Web sites that are devoted to instruction in histology and include electronic manuals, syllabi, atlases, image galleries, and quizzes. Reviews the topics, content, and highlights of these Web sites. (DDR)

  7. Thirteen Strategies to Improve Oral Communication Skills.

    ERIC Educational Resources Information Center

    Clinkscale, Bella G.

    1979-01-01

    The group strategies that are discussed include brainstorming, problem solving, debate, games, the lecture forum, open forums, panel discussion, question and answer sessions, role playing, quizzes, roundtable discussions, success-storytelling, and the symposium. (RL)

  8. When You Are a Twin or Triplet

    MedlinePlus

    ... People, Places & Things That Help Feelings Q&A Movies & More Quizzes Kids' Dictionary of Medical Words En ... the same parents. They can even be different sexes. Being a twin doesn't mean you have ...

  9. Retention of Information as a Function of Lesson Design for Middle School Studies of Wetlands in New Jersey

    NASA Astrophysics Data System (ADS)

    Parsekian, A.; Cimiluca, C.; Gates, A. E.; Calderon, I.

    2010-12-01

    Considering the breadth of innovative teaching strategies available, it is helpful to identify which will be best suited for a particular subject. With students that have a variety of interests, it is important to engage as many as possible in the lab activity, especially those who might not identify science as their preferred interest. Here we test the retention of information by middle school students after a problem-based learning (PBL) style lesson compared with an investigation where the students were given no role-playing problem. Both lessons were designed around wetlands in New Jersey: the first being a pond-edge ecosystem in a park near the middle school in Newark, NJ that the students are familiar with and the second being small, isolated peat bogs in the Pinelands of southern New Jersey that are the subject of ongoing scientific research. Days after both hands-on lessons, the students were given short, carefully designed multiple choice quizzes that tested the retention of knowledge about each of the learning objectives set forth. Results of the quizzes are nearly normally distributed, indicating a similar average performance. A higher number of students preformed better on the problem-based learning post-quiz suggesting the inclusion of a role playing scenario is useful for engaging the most students in hands-on wetlands laboratory experiments. Future work should test the retention of this type of information over time and explore other teaching strategies. We also present new ideas for an inexpensive hands-on lesson as implemented for the peat bog wetlands example that introduces basic soil science concepts to middle school and high school students.

  10. Handheld Devices with Wide-Area Wireless Connectivity: Applications in Astronomy Educational Technology and Remote Computational Control

    NASA Astrophysics Data System (ADS)

    Budiardja, R. D.; Lingerfelt, E. J.; Guidry, M. W.

    2003-05-01

    Wireless technology implemented with handheld devices has attractive features because of the potential to access large amounts of data and the prospect of on-the-fly computational analysis from a device that can be carried in a shirt pocket. We shall describe applications of such technology to the general paradigm of making digital wireless connections from the field to upload information and queries to network servers, executing (potentially complex) programs and controlling data analysis and/or database operations on fast network computers, and returning real-time information from this analysis to the handheld device in the field. As illustration, we shall describe several client/server programs that we have written for applications in teaching introductory astronomy. For example, one program allows static and dynamic properties of astronomical objects to be accessed in a remote observation laboratory setting using a digital cell phone or PDA. Another implements interactive quizzing over a cell phone or PDA using a 700-question introductory astronomy quiz database, thus permitting students to study for astronomy quizzes in any environment in which they have a few free minutes and a digital cell phone or wireless PDA. Another allows one to control and monitor a computation done on a Beowulf cluster by changing the parameters of the computation remotely and retrieving the result when the computation is done. The presentation will include hands-on demonstrations with real devices. *Managed by UT-Battelle, LLC, for the U.S. Department of Energy under contract DE-AC05-00OR22725.

  11. Dual format course design: neuroanatomy and neurophysiology for adult learners.

    PubMed

    Estes, Rebecca I

    2007-01-01

    Adult learners require alternative learning opportunities to enable them to work and still be able to upgrade their education. This dual format course, combining online and face-to-face components, was developed to meet the need of students to complete a prerequisite undergraduate level neuroanatomy and neurophysiology course while attending a program that included fly-in weekends (seven) and online instruction (15 weeks). A combination of online lectures and on-campus lectures were used to teach pre-requisite neuroanatomy and neurophysiology course topics. The article presents the teaching material division between online and on-campus lectures and presentation of data collected. Survey data collected included student preferred: online media presentation, online activities developed to facilitate learning of the online material, online case study discussion, and testing formats. Students also were asked to comment on whether the class should move to a 100% online format and what their concerns would be moving to an all online format. Additional qualitative data on student input related to the course, adult learning and the learning environment will be presented. Blackboard data include: student daily access patterns, media and documents access and download patterns, and case study participation. Additionally, descriptive statistics from in class quizzes versus online quizzes includes: student patterns of test taking in an unlimited retake environment, scores on retakes and final scores (highest of retakes), in-class quiz scores, and comparison of comprehensive final exam scores from online versus face-to-face lecture material and testing. Findings provide valuable information for online course formatting, revisions and additional course development. PMID:23493658

  12. Effects of single sex lab groups on physics self-efficacy, behavior, and academic performance

    NASA Astrophysics Data System (ADS)

    Hunt, Gary L.

    The purpose of this study was to investigate the relationships between the gender composition of a laboratory group and student behaviors, self-efficacy, and quiz performance, within the college physics laboratory. A student population was chosen and subdivided into two groups, which were assigned either same-sex or coed laboratory teams while executing identical laboratory activities and instruction. Assessments were carried out prior to instruction, during the course, and at the end of one semester worth of instruction and laboratory activities. Students were assessed in three areas: behaviors exhibited during laboratory activities, self-efficacy, and scores on laboratory quizzes. Analyses considered the differences in outcomes after a single semester of physics laboratories that differed only in team gender organization. The results indicated that there were no statistically significant differences in behavior variable, self-efficacy or laboratory quiz scores between same sex teams and coed teams. There were also no statistically significant differences between genders, and no interaction effect present. In a post-hoc analysis of the individual behaviors data, it was noted that there is present a practical difference in the individual behaviors exhibited by males and females. This difference implies a difference in how males and females successfully engage in the laboratory activities.

  13. Gender-based performance differences in an introductory physics course

    NASA Astrophysics Data System (ADS)

    McKinnon, Mark Lee

    Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

  14. Simulation: a teaching tool for liver transplantation anesthesiology.

    PubMed

    Aggarwal, Shushma; Bane, Brian C; Boucek, Charles D; Planinsic, Raymond M; Lutz, John W; Metro, David G

    2012-01-01

    Anesthesia for liver transplantation (ALT) requires extensive preparation and rapid recognition of changing clinical conditions. Owing to the proliferation of transplant centers, greater number of anesthesia providers need training in specific skills required to treat these patients. These cases are no longer limited to few transplant centers; therefore, reduction of cases in individual centers has created a need for simulation training to prepare and supplement clinical experience. We have developed an ALT simulation course for senior anesthesia residents which combines didactic sessions with live-patient-based and mannequin-based simulation. Outcomes have been measured using pre- and post-simulation course quizzes as well as a survey given at the end of the month-long ALT rotation. Twenty-four senior anesthesiology residents (n = 24) have completed the ALT simulation course. Residents had an average score of 75% ± 10% on the pre-simulation quiz, which increased to 92% ± 6.5% on the post-simulation quiz (p < 0.001). Furthermore, survey scores indicated that residents noted that the course provided an improvement in their preparedness, confidence, anticipation, and understanding of the importance of communication skills in the care of this patient population. The ALT simulation course provided a standardized in-depth exposure to clinical issues involved in the perioperative care of liver transplant patients. PMID:22211653

  15. Student representational competence and self-assessment when solving physics problems

    NASA Astrophysics Data System (ADS)

    Kohl, Patrick B.; Finkelstein, Noah D.

    2005-12-01

    Student success in solving physics problems is related to the representational format of the problem. We study student representational competence in two large-lecture algebra-based introductory university physics courses with approximately 600 participants total. We examined student performance on homework problems given in four different representational formats (mathematical, pictorial, graphical, verbal), with problem statements as close to isomorphic as possible. In addition to the homeworks, we examine students’ assessment of representations by providing follow-up quizzes in which they chose between various problem formats. As a control, some parts of the classes were assigned a random-format follow-up quiz. We find that there are statistically significant performance differences between different representations of nearly isomorphic statements of quiz and homework problems. We also find that allowing students to choose which representational format they use improves student performance under some circumstances and degrades it in others. Notably, one of the two courses studied shows much greater performance differences between the groups that received a choice of format and those that did not, and we consider possible causes. Overall, we observe that student representational competence is tied to both micro- and macrolevel features of the task and environment.

  16. Computer-based, Jeopardy™-like game in general chemistry for engineering majors

    NASA Astrophysics Data System (ADS)

    Ling, S. S.; Saffre, F.; Kadadha, M.; Gater, D. L.; Isakovic, A. F.

    2013-03-01

    We report on the design of Jeopardy™-like computer game for enhancement of learning of general chemistry for engineering majors. While we examine several parameters of student achievement and attitude, our primary concern is addressing the motivation of students, which tends to be low in a traditionally run chemistry lectures. The effect of the game-playing is tested by comparing paper-based game quiz, which constitutes a control group, and computer-based game quiz, constituting a treatment group. Computer-based game quizzes are Java™-based applications that students run once a week in the second part of the last lecture of the week. Overall effectiveness of the semester-long program is measured through pretest-postest conceptual testing of general chemistry. The objective of this research is to determine to what extent this ``gamification'' of the course delivery and course evaluation processes may be beneficial to the undergraduates' learning of science in general, and chemistry in particular. We present data addressing gender-specific difference in performance, as well as background (pre-college) level of general science and chemistry preparation. We outline the plan how to extend such approach to general physics courses and to modern science driven electives, and we offer live, in-lectures examples of our computer gaming experience. We acknowledge support from Khalifa University, Abu Dhabi

  17. Using Test Generating Software for Assessment

    NASA Astrophysics Data System (ADS)

    Singh Aurora, Tarlok

    2007-04-01

    Assessment is an important part of teaching and learning. Designing suitable tests and quizzes for assessment is a time consuming task. With faculty's much commitment at work, sometimes it is not easy to find enough time to design a good test before the test day. Searching for and modifying older tests can take considerable amount of time. There is a need to develop a customized test bank that one could use to generate a quiz or test quickly before class time or before a test. A number of commercial software is available for e-learning that has this capability. Some of these are - Test Generator, Examview, Test Pro Developer etc. Application of Examview software in developing a test bank for physics will be presented. A physics test bank, with applications in other disciplines, can be gradually built over time and used to create a test or quiz quickly. Multiple scrambled versions of a single test (and answer sheets) can be created to discourage cheating in a large class setting. The presentation will show how to build a test bank.

  18. Use of an audience response system during peer teaching among physical therapy students in human gross anatomy: perceptions of peer teachers and students.

    PubMed

    Wait, Kevin R; Cloud, Beth A; Forster, Lindsey A; Jones, Tiffany M; Nokleby, Jessica J; Wolfe, Cortney R; Youdas, James W

    2009-01-01

    An audience response system (ARS) has become popular among educators in medicine and the health professions because of the system's ability to engage listeners during a lecture presentation. No one has described the usefulness of ARS technology during planned nonlecture peer teaching sessions in gross anatomy instruction for health professionals. The unique feature of each peer teaching session was a nongraded 12-15 item ARS quiz assembled by six second-year doctor of physical therapy (DPT) students and purposely placed at the beginning of the review session for those first-year DPT students in attendance. This study used a ten-item questionnaire and a five-point Likert scale in addition to three open ended questions to survey perceptions of both first-year and second-year DPT students about the usefulness of ARS technology implemented during weekly interactive peer teaching sessions during a semester course in Anatomy for Physical Therapists. First-year students overwhelmingly acknowledged the ARS system permitted each student to self-assess his/her preparedness for a quiz or examination and compare his/her performance with that of classmates. Peer teachers recognized an ARS quiz provided them an opportunity to: (1) estimate first-year students' level of understanding of anatomical concepts; and (2) effectively prepare first-year students for their weekly quizzes and future examinations. On the basis of the mutual benefits derived by both students/tutees and teachers/tutors, physical therapist educators may wish to consider using ARS technology to enhance teaching methods for a class in gross human anatomy. PMID:19764082

  19. Exercise-Induced Bronchoconstriction Quiz

    MedlinePlus

    American Academy of Allergy Asthma & Immunology Menu Search Main navigation Skip to content Conditions & Treatments Allergies Asthma Primary Immunodeficiency Disease Related Conditions Drug Guide Conditions Dictionary Just ...

  20. Be MedWise Quiz

    MedlinePlus

    If the over-the-counter medicine expiration date has passed, what should you do? a) take it anyway b) give it to a friend c) throw it away What is ... them c) If they haven't reached the expiration date yet, use them according to directions. What kind ...

  1. The effects of testing on science process skill achievement

    NASA Astrophysics Data System (ADS)

    Strawitz, Barbara M.

    The purpose of this study was to examine the effects of testing on the achievement of students using self-instructional materials to learn science process skills. In one section of an undergraduate science method class, students were paced through a programmed textbook and were given short quizzes in class after each of the process skill lessons was assigned, while in another section, students worked at their own pace and were held responsible for completing the lessons by the end of the semester. Students taking the quizzes throughout the semester were expected to attain a higher level of process skill proficiency because previous studies have shown that taking a test immediately after learning leads to better retention of the material. Results indicated that taking frequent quizzes did not differentially affect process skill acquisition.

  2. Challenges and opportunities: using a science-based video game in secondary school settings

    NASA Astrophysics Data System (ADS)

    Muehrer, Rachel; Jenson, Jennifer; Friedberg, Jeremy; Husain, Nicole

    2012-12-01

    Simulations and games are not new artifacts to the study of science in secondary school settings (Hug, Kriajcik and Marx 2005), however teachers remain skeptical as to their value, use and appropriateness (Rice 2006). The difficulty is not only the design and development of effective play environments that produce measurable changes in knowledge and/or understanding, but also in their on-the-ground use (Jaipal and Figg 2010). This paper reports on the use of a science-focused video game in five very different secondary school settings in Ontario, Canada. A mixed-methods approach was used in the study, and included data gathered on general gameplay habits and technology use, as well as informal interviews with teachers and students who played the game. In total, 161 participants played a series of games focused on the "life of a plant", and were given both a pre and post quiz to determine if the game helped them retain and/or change what they knew about scientific processes like plant cell anatomy and photosynthesis. Participants showed statistically significant improvement on quizzes that were taken after playing the game for approximately one-hour sessions, despite difficulties in some cases both accessing and playing the game for the full hour. Our findings also reveal the ongoing challenges in making use of technology in a variety of school sessions, even when using a browser-based game, that demanded very little other than a reliable internet connection.

  3. Evaluation of the Kids' Shop Smart tour.

    PubMed

    Smith, Shannon C; Kalina, Laura

    2004-01-01

    We investigated the impact of the Kids' Shop Smart Tour program on participants' attitudes toward trying new foods and eating a variety of foods, as well as their recognition of Canada's Food Guide to Healthy Eating. Data were collected from parents/caregivers, students in kindergarten to grade 3, and teachers; questionnaires, quizzes, and interviews were used. Questionnaires were sent home with 947 students; 52% of parents/caregivers returned completed questionnaires. Many parents/caregivers reported that their children tried and liked unfamiliar foods on the tour. No significant difference was detected in children's willingness to try new foods or consumption of a greater variety of food before and after the tour. Quiz score differences between participants and a comparison group were not statistically significant. Of the 38 teachers who completed interviews, 97% reported that the program helped them meet curriculum requirements; 95% would recommend the resource to other teachers. Quantitative findings do not indicate that the program increases children's willingness to try new foods or eat a greater variety of food. However, qualitative data revealed that some parents observed their children trying new foods more willingly and demonstrating greater knowledge of and interest in Canada's Food Guide to Healthy Eating. Further research with validated measurement tools is recommended to establish the effectiveness of the Kids' Shop Smart Tour. PMID:15005861

  4. Canine theriogenology for dog enthusiasts: teaching methodology and outcomes in a massive open online course (MOOC).

    PubMed

    Root Kustritz, Margaret V

    2014-01-01

    A massive open online course (MOOC) in canine theriogenology was offered for dog owners and breeders and for veterinary professionals as a partnership between the University of Minnesota and Coursera. The six-week course was composed of short video lectures, multiple-choice quizzes with instant feedback to assess understanding, weekly case studies with peer evaluation to promote integration of course materials, and discussion forums to promote participant interaction. Peak enrollment was 8,796 students. The grading policy for completion was strict and was upheld; completion rate for all participants was 7.5%. About 12% of participants achieved a grade of over 90% in the course, with those who had any deficiency mostly missing one quiz or assignment. Ninety-nine individuals were enrolled in a for-cost, credentialed pathway, and 50% of those individuals completed all required course components. Pre- and postcourse surveys were used to demonstrate that learning objectives were met by the participants and to identify that lack of time to commit to study was the biggest impediment to completion. Positive aspects of the course were active engagement by participants from all over the world and the ability of this university and instructor to reach those learners. Negative aspects concerned technical support and negative feedback from some participants who were unable to meet course requirements for reasons beyond the control of the instructor. PMID:24393779

  5. Student Knowledge and Confidence in an Elective Clinical Toxicology Course Using Active-Learning Techniques

    PubMed Central

    Macias-Moriarity, Liliairica Z.

    2014-01-01

    Objective. To measure changes in students’ knowledge and confidence scores after completing an elective clinical toxicology course in an accelerated doctor of pharmacy (PharmD) program. Design. Various active-learning techniques were used to create a learner-centered environment. Approximately two-thirds of the course used student-led presentations. Some of those not presenting were assigned to be evaluators, responsible for asking the presenter a question or writing quiz questions based on the presented material. Other learner-centered activities included weekly quizzes and discussions at the conclusion of each presented topic. Assessment. A test instrument designed to measure students’ knowledge and associated level of confidence on each item was administered at the beginning and end of the course. Students’ knowledge and confidence scores increased significantly from pretest to posttest. Conclusions. Students’ increased confidence and knowledge scores were well correlated after course completion, indicating students were better able to self-assess these areas. These findings suggest that confidence could be an additional measure of students' metacognitive skill development. PMID:24954935

  6. Weather Forecaster Understanding of Climate Models

    NASA Astrophysics Data System (ADS)

    Bol, A.; Kiehl, J. T.; Abshire, W. E.

    2013-12-01

    Weather forecasters, particularly those in broadcasting, are the primary conduit to the public for information on climate and climate change. However, many weather forecasters remain skeptical of model-based climate projections. To address this issue, The COMET Program developed an hour-long online lesson of how climate models work, targeting an audience of weather forecasters. The module draws on forecasters' pre-existing knowledge of weather, climate, and numerical weather prediction (NWP) models. In order to measure learning outcomes, quizzes were given before and after the lesson. Preliminary results show large learning gains. For all people that took both pre and post-tests (n=238), scores improved from 48% to 80%. Similar pre/post improvement occurred for National Weather Service employees (51% to 87%, n=22 ) and college faculty (50% to 90%, n=7). We believe these results indicate a fundamental misunderstanding among many weather forecasters of (1) the difference between weather and climate models, (2) how researchers use climate models, and (3) how they interpret model results. The quiz results indicate that efforts to educate the public about climate change need to include weather forecasters, a vital link between the research community and the general public.

  7. Neural patterns underlying social comparisons of personal performance.

    PubMed

    Lindner, Michael; Rudorf, Sarah; Birg, Robert; Falk, Armin; Weber, Bernd; Fliessbach, Klaus

    2015-04-01

    Humans often evaluate their abilities by comparing their personal performance with that of others. For this process, it is critical whether the comparison turns out in one's favor or against it. Here, we investigate how social comparisons of performance are encoded and integrated on the neural level. We collected functional magnetic resonance images while subjects answered questions in a knowledge quiz that was related to their profession. After each question, subjects received a feedback about their personal performance, followed by a feedback about the performance of a reference group who had been quizzed beforehand. Based on the subjects' personal performance, we divided trials in downward and upward comparisons. We found that upward comparisons correlated with activity in the dorsolateral prefrontal cortex and the anterior insula. Downward comparisons were associated with increased activation in the ventral striatum (VS), the medial orbitofrontal cortex and the ventral anterior cingulate cortex (ACC). The extent to which subjects outperformed the reference group modulated the activity in the VS and in the dorsal ACC. We suggest that the co-activation of the VS and the dorsal ACC contributes to the integration of downward comparisons into the evaluation of personal performance. PMID:24948156

  8. Using video games for volcanic hazard education and communication: an assessment of the method and preliminary results

    NASA Astrophysics Data System (ADS)

    Mani, Lara; Cole, Paul D.; Stewart, Iain

    2016-07-01

    This paper presents the findings from a study aimed at understanding whether video games (or serious games) can be effective in enhancing volcanic hazard education and communication. Using the eastern Caribbean island of St. Vincent, we have developed a video game - St. Vincent's Volcano - for use in existing volcano education and outreach sessions. Its twin aims are to improve residents' knowledge of potential future eruptive hazards (ash fall, pyroclastic flows and lahars) and to integrate traditional methods of education in a more interactive manner. Here, we discuss the process of game development including concept design through to the final implementation on St. Vincent. Preliminary results obtained from the final implementation (through pre- and post-test knowledge quizzes) for both student and adult participants provide indications that a video game of this style may be effective in improving a learner's knowledge. Both groups of participants demonstrated a post-test increase in their knowledge quiz score of 9.3 % for adults and 8.3 % for students and, when plotted as learning gains (Hake, 1998), show similar overall improvements (0.11 for adults and 0.09 for students). These preliminary findings may provide a sound foundation for the increased integration of emerging technologies within traditional education sessions. This paper also shares some of the challenges and lessons learnt throughout the development and testing processes and provides recommendations for researchers looking to pursue a similar study.

  9. An Interactive Session on Nutritional Pathologies for Health Professional Students

    PubMed Central

    DeSipio, Joshua; Phadtare, Sangita

    2015-01-01

    Various studies have emphasized the need to improve the nutrition training of health professionals, which will help them to provide optimal patient care. Nutrition-based interactive sessions may serve as an efficient approach to instigate an interest in nutrition among the students. Here we report the reception and effectiveness of a nutrition-pathology based interactive activity that we designed and implemented in the gastroenterology course given to the second year students at our medical school. The activity involved team work, individual accountability and peer-teaching. Nutrition pathology case stems (Kwashiorkor, vitamin B-12 deficiency, zinc deficiency and zinc-induced copper deficiency) were posted on the course website for the students to read before the session. At the start of the session, all the groups (each made up of four members) took a pre-quiz. Each student was then given an information sheet describing one case. Each group discussed the four cases with students acting as the “teacher” for the case assigned to them. A post-quiz was administered to the groups to assess acquisition of knowledge as well as in-depth thinking about the nutrition aspects discussed. The efficacy of the session measured by pre (39% questions correctly answered in total) and post-quizzes (96% questions correctly answered in total) and the overwhelmingly positive student feedback indicated that the session was highly effective. Ninety-five percent of students thought that the session demonstrated the clinical relevance of nutrition, while 98% students found the peer teaching to be engaging.

  10. Towards a standardised informed consent procedure for live donor nephrectomy: the PRINCE (Process of Informed Consent Evaluation) project—study protocol for a nationwide prospective cohort study

    PubMed Central

    Kortram, Kirsten; Spoon, Emerentia Q W; Ismail, Sohal Y; d'Ancona, Frank C H; Christiaans, Maarten H L; van Heurn, L W Ernest; Hofker, H Sijbrand; Hoksbergen, Arjan W J; Homan van der Heide, Jaap J; Idu, Mirza M; Looman, Caspar W N; Nurmohamed, S Azam; Ringers, Jan; Toorop, Raechel J; van de Wetering, Jacqueline; Ijzermans, Jan N M; Dor, Frank J M F

    2016-01-01

    Introduction Informed consent is mandatory for all (surgical) procedures, but it is even more important when it comes to living kidney donors undergoing surgery for the benefit of others. Donor education, leading to informed consent, needs to be carried out according to certain standards. Informed consent procedures for live donor nephrectomy vary per centre, and even per individual healthcare professional. The basis for a standardised, uniform surgical informed consent procedure for live donor nephrectomy can be created by assessing what information donors need to hear to prepare them for the operation and convalescence. Methods and analysis The PRINCE (Process of Informed Consent Evaluation) project is a prospective, multicentre cohort study, to be carried out in all eight Dutch kidney transplant centres. Donor knowledge of the procedure and postoperative course will be evaluated by means of pop quizzes. A baseline cohort (prior to receiving any information from a member of the transplant team in one of the transplant centres) will be compared with a control group, the members of which receive the pop quiz on the day of admission for donor nephrectomy. Donor satisfaction will be evaluated for all donors who completed the admission pop-quiz. The primary end point is donor knowledge. In addition, those elements that have to be included in the standardised format informed consent procedure will be identified. Secondary end points are donor satisfaction, current informed consent practices in the different centres (eg, how many visits, which personnel, what kind of information is disclosed, in which format, etc) and correlation of donor knowledge with surgeons' estimation thereof. Ethics and dissemination Approval for this study was obtained from the medical ethical committee of the Erasmus MC, University Medical Center, Rotterdam, on 18 February 2015. Secondary approval has been obtained from the local ethics committees in six participating centres. Approval in the

  11. Effects of Social Network Exposure on Nutritional Learning: Development of an Online Educational Platform

    PubMed Central

    Dagan, Noa; Beskin, Daniel; Brezis, Mayer

    2015-01-01

    Background Social networking sites (SNSs) such as Facebook have the potential to enhance online public health interventions, in part, as they provide social exposure and reinforcement. Objective The objective of the study was to evaluate whether social exposure provided by SNSs enhances the effects of online public health interventions. Methods As a sample intervention, we developed Food Hero, an online platform for nutritional education in which players feed a virtual character according to their own nutritional needs and complete a set of virtual sport challenges. The platform was developed in 2 versions: a "private version" in which a user can see only his or her own score, and a "social version" in which a user can see other players’ scores, including preexisting Facebook friends. We assessed changes in participants’ nutritional knowledge using 4 quiz scores and 3 menu-assembly scores. Monitoring feeding and exercising attempts assessed engagement with the platform. Results The 2 versions of the platform were randomly assigned between a study group (30 members receiving the social version) and a control group (33 members, private version). The study group's performance on the quizzes gradually increased over time, relative to that of the control group, becoming significantly higher by the fourth quiz (P=.02). Furthermore, the study group's menu-assembly scores improved over time compared to the first score, whereas the control group's performance deteriorated. Study group members spent an average of 3:40 minutes assembling each menu compared to 2:50 minutes in the control group, and performed an average of 1.58 daily sport challenges, compared to 1.21 in the control group (P=.03). Conclusions This work focused on isolating the SNSs' social effects in order to help guide future online interventions. Our results indicate that the social exposure provided by SNSs is associated with increased engagement and learning in an online nutritional educational platform

  12. SAR Aircrew--HH-3F Avionics and HH-3F Flight Preparation. ACH3AV-0442. Second Edition, Revised.

    ERIC Educational Resources Information Center

    Coast Guard Inst., Oklahoma City, OK.

    This document contains two U.S. Coast Guard self-study pamphlets that provide training in helicopter flight preparation and avionics duties. Each pamphlet consists of a number of lessons that include objectives, information illustrated with line drawings and/or photographs, and self-quizzes with answers. The avionics course covers the following…

  13. A Rubric for Assessing a Student's Ability to Use the Light Microscope

    ERIC Educational Resources Information Center

    Fitch, Greg K.

    2007-01-01

    All teachers do assessments. Biology teachers, by grading exams, quizzes, papers, and lab reports, assess mostly "knowledge." An important part of being a modern biologist, however, is the ability to perform certain technical or manual skills (known in the trade as "techniques") such as running gels, pipetting, recording from excitable cells with…

  14. Interactive Videodisc as a Component in a Multi-Method Approach to Anatomy and Physiology.

    ERIC Educational Resources Information Center

    Wheeler, Donald A.; Wheeler, Mary Jane

    At Cuyahoga Community College (Ohio), computer-controlled interactive videodisc technology is being used as one of several instructional methods to teach anatomy and physiology. The system has the following features: audio-visual instruction, interaction with immediate feedback, self-pacing, fill-in-the-blank quizzes for testing total recall,…

  15. Healthy Games and Teasers. An INMED Activity Book.

    ERIC Educational Resources Information Center

    Ripley, David; And Others

    Indians into Medicine (INMED) provides academic, financial, and personal support for Indian college and professional students training for health careers, and supports summer enrichment sessions beginning in junior high school. This INMED activity book contains puzzles, coloring pages, quizzes, and facts about health and the human body. Topics…

  16. Leading Learning in Our Times

    ERIC Educational Resources Information Center

    Trilling, Bernie

    2010-01-01

    Important tools that schools need to support a 21st century approach to teaching and learning include the usual suspects: the Internet, pen and paper, cell phones, educational games, tests and quizzes, good teachers, caring communities, educational funding, and loving parents. All of these items and more contribute to a 21st century education, but…

  17. Retrieval Practice Is an Efficient Method of Enhancing the Retention of Anatomy and Physiology Information

    ERIC Educational Resources Information Center

    Dobson, John L.

    2013-01-01

    Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the…

  18. Evaluating Preference for Graphic Feedback on Correct versus Incorrect Performance

    ERIC Educational Resources Information Center

    Sigurdsson, Sigurdur O.; Ring, Brandon M.

    2013-01-01

    The current study evaluated preferences of undergraduate students for graphic feedback on percentage of incorrect performance versus feedback on percentage of correct performance. A total of 108 participants were enrolled in the study and received graphic feedback on performance on 12 online quizzes. One half of participants received graphic…

  19. Improving Oral Communication Skills of Students in Food Science Courses

    ERIC Educational Resources Information Center

    Reitmeier, C. A.; Svendsen, L. K.; Vrchota, D. A.

    2004-01-01

    Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self-evaluations,…

  20. Learning Contingencies in the College Classrooms: A Pilot Study. Final Report.

    ERIC Educational Resources Information Center

    Wiggins, James A.; And Others

    The purpose of the study was to explore the effects of various practical instruction procedures on academic performance. Six sections of an introductory sociology course were assigned various experimental conditions involving quizzing and incentives. Examinations were administered at intervals during the course and once after course completion.…

  1. An Empirical Study of Personal Response Technology for Improving Attendance and Learning in a Large Class

    ERIC Educational Resources Information Center

    Shapiro, Amy

    2009-01-01

    Student evaluations of a large General Psychology course indicate that students enjoy the class a great deal, yet attendance is low. An experiment was conducted to evaluate a personal response system as a solution. Attendance rose by 30% as compared to extra credit as an inducement, but was equivalent to offering pop quizzes. Performance on test…

  2. Testing the Information Technology Continuance Model on a Mandatory SMS-Based Student Response System

    ERIC Educational Resources Information Center

    Lin, Julian; Rivera-Sanchez, Milagros

    2012-01-01

    This paper reports a 2-month longitudinal study on a mandatory Short Message Service-based student response system that enabled students to take classroom quizzes using their mobile phones to register responses. students' perceptions on usefulness and their attitude toward the system were measured twice: once before they used the system and again…

  3. Cooperative Learning and Enhanced Communication: Effects on Student Performance, Retention, and Attitudes in General Chemistry.

    ERIC Educational Resources Information Center

    Dougherty, R. C.; And Others

    1995-01-01

    Examines the effects of cooperative learning and enhanced communication on student performance, retention, and attitudes in general chemistry. Results indicate that cooperative homework, cooperative quizzes, electronic-mail communication, and open office hours were associated with significantly higher student retention and higher performance on…

  4. How the Initial Thinking Period Affects Student Argumentation during Peer Instruction: Students' Experiences versus Observations

    ERIC Educational Resources Information Center

    Nielsen, Kjetil L.; Hansen, Gabrielle; Stav, John B.

    2016-01-01

    The authors have compared students discussing multiple-choice quizzes during peer instruction with and without the initial thinking period before discussion. Video clips of students engaged in peer discussion in groups of three of varying group combinations, a total of 140 different students in all, were compared to students' own experiences…

  5. A Case Study In the Use of Computers To Personalize Instruction.

    ERIC Educational Resources Information Center

    Towle, Nelson J.; And Others

    A developmental project in a college psychology course has shown that the computer can be a useful instrument for individualizing student learning and testing by freeing instructors from clerical and test generation tasks. In successive stages, the computer was used for the batch generation of quizzes on each unit of the course, for on-line…

  6. Comparing Assessment Methods as Predictors of Student Learning in an Undergraduate Mathematics Course

    ERIC Educational Resources Information Center

    Shorter, Nichole A.; Young, Cynthia Y.

    2011-01-01

    This experiment was designed to determine which assessment method: continuous assessment (in the form of daily in-class quizzes), cumulative assessment (in the form of online homework), or project-based learning, best predicted student learning (dependent upon post-test grades) in an undergraduate mathematics course. Participants included 117…

  7. The Influence of Attitudes about Weight

    ERIC Educational Resources Information Center

    Journal of Physical Education, Recreation & Dance (JOPERD), 2005

    2005-01-01

    Obesity stereotypes and anti fat attitudes influence the social behavior of middle school students according to a study presented last June at the annual meeting of the American College of Sports Medicine (ACSM). Using a series of questionnaires and fat and thin silhouette figures, the researchers quizzed 176 boys and 141 girls between the ages of…

  8. Radiological Defense Officer. Student Workbook.

    ERIC Educational Resources Information Center

    Defense Civil Preparedness Agency (DOD), Washington, DC.

    This student workbook includes the necessary administrative materials, briefs, exercises and answer sheets for the quizzes and final course examination as needed by the students during the conduct of the Radiological Defense Officer course. Among the briefs included are the following: (1) Reporting Forms; (2) Forecasting Dose Rates; (3) Dose…

  9. Clicking in the Community College Classroom: Assessing the Effectiveness of Clickers on Student Learning in a General Psychology Course

    ERIC Educational Resources Information Center

    Symister, Petra; VanOra, Jason; Griffin, Kenneth W.; Troy, David

    2014-01-01

    The present study examined the efficacy of clickers in a community college classroom. Specifically we sought to compare the effects of clicker technology on perceived knowledge and exam scores with the effectiveness of essays and pop quizzes. One hundred students completed surveys measuring presemester motivation to take psychology and baseline…

  10. Increasing Reading Compliance of Undergraduates: An Evaluation of Compliance Methods

    ERIC Educational Resources Information Center

    Hatteberg, Sarah J.; Steffy, Kody

    2013-01-01

    A common source of frustration for college instructors is getting their students to read. Since the 1970s, studies have shown that no more than 30 percent of students complete a reading assignment on any given day. But what can be done? What strategies can instructors use to make certain that their students read? Do pop or announced quizzes work…

  11. An Investigation of the Impact of an Intervention to Reduce Academic Procrastination Using Short Message Service (SMS) Technology

    ERIC Educational Resources Information Center

    Davis, Darrel R.; Abbitt, Jason T.

    2013-01-01

    This mixed-method pilot study investigated the impact of a custom Short Message Service (SMS) reminder system developed to help students reduce procrastination and increase performance on weekly content-related quizzes in a high-enrollment hybrid online course. Text message reminders were sent to three students with high procrastination and low…

  12. Online Homework, Help or Hindrance? What Students Think and How They Perform

    ERIC Educational Resources Information Center

    Richards-Babb, Michelle; Drelick, Janice; Henry, Zachary; Robertson-Honecker, Jennifer

    2011-01-01

    To improve students' retention rates in general chemistry, online homework was introduced into our curriculum. Replacing quizzes directly by online homework significantly improved (p less than 0.0005) success rates in second-term general chemistry. Attitudinal Likert survey results indicate that the majority of students completed the online…

  13. Teaching of Psychiatry by PSP: Impact on NBME-Examination Scores

    ERIC Educational Resources Information Center

    Gregory, Ian; And Others

    1977-01-01

    A Personalized Study Program (PSP) was implemented in 1974 at Ohio State for all students on the psychiatry clerkship. PSP included an assigned textbook and syllabus of reading assignments, private meetings with tutors, standardized practice quizzes, optional use of other opportunities, and a written final exam. Its success is noted. (LBH)

  14. The Effects of Contingency Contract Negotiation and Management on the Academic Achievement and Self Concept of Community College Students.

    ERIC Educational Resources Information Center

    Lewis, James M.; Wall, Shavaun M.

    1979-01-01

    Instructor-made quizzes, the Tennessee Self-Concept Scale, and Miskimins' Self-Goal-Other Discrepancy Scale were used to measure achievement and self-concept in this study of contract procedures and contract management. Students in the negotiated contract and teacher-managed conditions obtained significantly higher final grades than those in other…

  15. From Cloud to Mobile: Drawing down Big Info into Little Apps

    ERIC Educational Resources Information Center

    Herther, Nancy K.

    2011-01-01

    With the release of Google's App Inventor for Android, though still officially in beta, the company sought to make app development "simple but powerful" so that teachers could create study tips and quizzes, anyone could create geographic information systems (GIS) to help people find their way to some destination, and people could communicate over…

  16. An Appraisal of a Program of Instruction for Children of Average or Higher Reasoning Ability Who Are Retarded in Reading.

    ERIC Educational Resources Information Center

    DeBruler, Ralph M.

    An instructional program for children retarded in reading but average or above in intelligence enrolled 57 seventh grade students. The program consisted of instruction in language arts and social studies which utilized audiovisual materials, class discussions, resource people, pictorial textbooks, oral quizzes, self-expression writing, and high…

  17. Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information.

    PubMed

    Dobson, John L

    2013-06-01

    Although a great deal of empirical evidence has indicated that retrieval practice is an effective means of promoting learning and memory, very few studies have investigated the strategy in the context of an actual class. The primary purpose of this study was to determine if a series of very brief retrieval quizzes could significantly improve the retention of previously tested information throughout an anatomy and physiology course. A second purpose was to determine if there were any significant differences between expanding and uniform patterns of retrieval that followed a standardized initial retrieval delay. Anatomy and physiology students were assigned to either a control group or groups that were repeatedly prompted to retrieve a subset of previously tested course information via a series of quizzes that were administered on either an expanding or a uniform schedule. Each retrieval group completed a total of 10 retrieval quizzes, and the series of quizzes required (only) a total of 2 h to complete. Final retention of the exam subset material was assessed during the last week of the semester. There were no significant differences between the expanding and uniform retrieval groups, but both retained an average of 41% more of the subset material than did the control group (ANOVA, F = 129.8, P = 0.00, ηp(2) = 0.36). In conclusion, retrieval practice is a highly efficient and effective strategy for enhancing the retention of anatomy and physiology material. PMID:23728136

  18. Forgetting to Remember Important Course Information: Instructors' Perspectives

    ERIC Educational Resources Information Center

    Lei, Simon; Donoso, Denise; Foutz, Kara; Lasorsa, Meghann; Oliver, Sherry

    2011-01-01

    The notion of forgetting implies that important information once learned and accessible can no longer be retrieved and remembered. Although college students do not need to recall everything, they frequently have some trouble remembering what they need to know when taking quizzes and examinations (exams), and when giving oral presentations. This…

  19. HI-TIE: The University, the High School, and Engineering

    ERIC Educational Resources Information Center

    Ward, Robert C.; Maxwell, Lee M.

    1975-01-01

    Describes four years experience at Colorado State University with courses introducing high school students to engineering, including a Fortran IV computer programming course in which tapings of actual campus classroom sessions, supplemented with homework assignments, class roles, quizzes, and examinations were used. Benefits of the transitional…

  20. newSLATE: Building a Web-Based Infrastructure for Learning Non-Roman Script Languages

    ERIC Educational Resources Information Center

    Hopp, Marsha A.; Hopp, Theodore H.

    2004-01-01

    The "newSLATE" environment provides a Web-based infrastructure for language learning. Its design and implementation were driven by the difficulties of non-Roman-script text handling. The software features a cross-platform approach to non-Roman text input and handling and a novel method for automatically generating online quizzes from study…

  1. Gendered Responses to Online Homework Use in General Chemistry

    ERIC Educational Resources Information Center

    Richards-Babb, Michelle; Jackson, Jennifer Kasi

    2011-01-01

    Online homework assignments have been shown to enhance student performance. Our research on gendered responses to these assignments adds new and useful information. We investigated differences between male and female students' responses to online homework in large-enrollment general chemistry courses. Replacing in class quizzes with online…

  2. Knowledge of Aging and Life Satisfaction among Older Adults

    ERIC Educational Resources Information Center

    Davis, Neil C.; Friedrich, Douglas

    2004-01-01

    Four hundred young-, middle-, and old-old adults responded to a battery of quizzes dealing with life satisfaction and objective aging knowledge in the physical, psychological, and social domains. Analyses incorporated domains of aging knowledge, life satisfaction, age, gender, and demographic variables. Both means difference and regression…

  3. How To Teach 1000 Vocabulary Words Using the Internet.

    ERIC Educational Resources Information Center

    Yaworski, JoAnn; Ibrahim, Nabil

    2001-01-01

    Describes a vocabulary project in which developmental college students created and distributed word lists to the class, and provided and administered quizzes for their word lists. Finds that students who participated in the 1000-word project scored significantly higher on the Nelson-Denny Reading Test than students who studied vocabulary using…

  4. Review, Revise, and (re)Release: Updating an Information Literacy Tutorial to Embed a Science Information Life Cycle

    ERIC Educational Resources Information Center

    Bussmann, Jeffra Diane; Plovnick, Caitlin E.

    2013-01-01

    In 2008, University of California, Irvine (UCI) Libraries launched their first Find Science Information online tutorial. It was an innovative web-based tool, containing not only informative content but also interactive activities, embedded hyperlinked resources, and reflective quizzes, all designed primarily to educate undergraduate science…

  5. An Evaluation of Computer-Managed Education Technology at New York City Community College.

    ERIC Educational Resources Information Center

    Chitayat, Linda

    The Computer-Managed Education Technology (COMET) program was designed to improve group instruction through the use of technological aids in the classroom. Specific objectives included: (1) improving feedback on student comprehension during a class period; (2) facilitating the administration and grading of homework and quizzes; (3) providing for…

  6. Bats.

    ERIC Educational Resources Information Center

    Naturescope, 1986

    1986-01-01

    Presents information about bats, including definitions and descriptions of the characteristics of bats. Provides teaching activities such as "Bat and Math,""A Bat Like That,""Bat Party,""Ears in the Dark," and "The Big Bat Mystery." Contains reproducible handouts and quizzes. (TW)

  7. Ideas for Managing Large Classes.

    ERIC Educational Resources Information Center

    Kabel, Robert L.

    1983-01-01

    Describes management strategies used in a large kinetics/industrial chemistry course. Strategies are designed to make instruction in such classes more efficient and effective. Areas addressed include homework assignment, quizzes, final examination, grading and feedback, and rewards for conducting the class in the manner described. (JN)

  8. Comparative Analysis of the Effectiveness of Oral vs. Podcasting Reviewing Techniques

    ERIC Educational Resources Information Center

    Rhoads, Misty L.

    2010-01-01

    The purpose of this study was to compare the use of podcasts to traditional delivery of information in classrooms. Four podcasts were created on the topics of asthma, diabetes, seizure disorders, and acute infections to aid students in reviewing for quizzes. Knowledge retained of students using podcasts was compared to the knowledge retained of…

  9. ONCE UPON A TIME IN AMERICA: INTERACTIVE NUTRITION EVALUATION

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Once Upon a Time in America (OUTIA) is an evaluation tool in which fourth and fifth grades can have fun while demonstrating personal nutrition knowledge and behavior and participating in game quizzes on food history and other social science concepts. The impact of nutrition education lessons can be ...

  10. You are Pregnant! Food for Two. Workbook 3.

    ERIC Educational Resources Information Center

    Dohrmann, Harriet

    This workbook is designed for use by girls enrolled in special classes for pregnant minors in high school. Through experiments and quizzes, it teaches the girls about food values, balanced meals, calories, and nutrition; and instructs the girls, through examples, what they should and should not eat to keep themselves healthy throughout their…

  11. JavaScript: Convenient Interactivity for the Class Web Page.

    ERIC Educational Resources Information Center

    Gray, Patricia

    This paper shows how JavaScript can be used within HTML pages to add interactive review sessions and quizzes incorporating graphics and sound files. JavaScript has the advantage of providing basic interactive functions without the use of separate software applications and players. Because it can be part of a standard HTML page, it is…

  12. Fiction and Non-Fiction Reading and Comprehension in Preferred Books

    ERIC Educational Resources Information Center

    Topping, Keith J.

    2015-01-01

    Are the books preferred and most enjoyed by children harder than other books they read? Are non-fiction books read and understood at the same level of difficulty as fiction books? The Accelerated Reader software offers computerized comprehension quizzes of real books individually chosen by children, giving children (and teachers, librarians, and…

  13. User's Guide to the Testing 1-2-3 Test Development and Delivery System.

    ERIC Educational Resources Information Center

    Edwards, Ethan A.

    Testing 1-2-3 is a general purpose testing system developed at the Computer-Based Education Research Laboratory at the University of Illinois for use on NovaNET computer-based education systems. The testing system can be used for: short, teacher-made quizzes, individualized examinations, computer managed instruction curriculum testing,…

  14. Instructional Practices in Fifth-Through Eighth-Grade Science Classrooms of a Selected Seventh-Day Adventist Conference

    ERIC Educational Resources Information Center

    Burton, Larry D.; Nino, Ruth J.; Hollingsead, Candice C.

    2004-01-01

    This investigation focused on instructional practices within fifth- through eighth-grade science classes of selected Seventh-day Adventist schools. Teachers reported regular use of discussion, student projects, and tests or quizzes. Most respondents said they did not feel prepared or had "never heard of" inquiry, the learning cycle, or…

  15. Using Formative Assessment and Self-Regulated Learning to Help Developmental Mathematics Students Achieve: A Multi-Campus Program

    ERIC Educational Resources Information Center

    Hudesman, John; Crosby, Sara; Ziehmke, Niesha; Everson, Howard; Issac, Sharlene; Flugman, Bert; Zimmerman, Barry; Moylan, Adam

    2014-01-01

    The authors describe an Enhanced Formative Assessment and Self-Regulated Learning (EFA-SRL) program designed to improve the achievement of community college students enrolled in developmental mathematics courses. Their model includes the use of specially formatted quizzes designed to assess both the students' mathematics and metacognitive…

  16. Preservice Teachers' Acceptance of Learning Management Software: An Application of the UTAUT2 Model

    ERIC Educational Resources Information Center

    Raman, Arumugam; Don, Yahya

    2013-01-01

    "Moodle" also known as Learning Management System is freely available to educators. Universiti Utara Malaysia (UUM) encourages students and instructors to utilize the teaching and learning process. Moodle enables lecturer to create sequences and facilitate activities for their students, auto-marked online quizzes and exams, navigation…

  17. Fun and Creative Unit Assessment Ideas for All Students in Physical Education

    ERIC Educational Resources Information Center

    Fencl, Matthew J.

    2014-01-01

    Although traditional methods of assessment--such as rubrics, checklists, skill tests, and quizzes--have long been viable methods of evaluation in physical education, they may at times seem boring or overwhelming. Yet, assessment can be as fun and interesting as the activities that are taught in physical education, and can help to increase…

  18. Society for College Science Teachers: Putting Inquiry Teaching to the Test--Enhancing Learning in College Botany

    ERIC Educational Resources Information Center

    Lord, Thomas; Shelly, Chad; Zimmerman, Rachel

    2007-01-01

    Can you imagine a class where students cover the content with each other rather than simply listening to the professor's lecture? Can you envision students developing their own laboratory investigations and quizzing each other weekly to check for understanding? Well, that's pretty much how the major science organizations across the nation are…

  19. INFORMATION PROGRAMS AFFECT ATTITUDES TOWARD SEWAGE SLUDGE USE IN AGRICULTURE

    EPA Science Inventory

    A survey was conducted of rural farmers, rural nonfarmers, urban and suburban residents to determine attitudes toward land application of sludge. After a thorough educational meeting devoted to a discussion of benefits and risks in sludge use, the groups were again quizzed and th...

  20. Design Patterns for Digital Item Types in Higher Education

    ERIC Educational Resources Information Center

    Draaijer, S.; Hartog, R. J. M.

    2007-01-01

    A set of design patterns for digital item types has been developed in response to challenges identified in various projects by teachers in higher education. The goal of the projects in question was to design and develop formative and summative tests, and to develop interactive learning material in the form of quizzes. The subject domains involved…

  1. What's an Asthma Flare-Up?

    MedlinePlus

    ... Quizzes Kids' Dictionary of Medical Words En Español What Other Kids Are Reading Back-to-School Butterflies? ... Got Homework? Here's Help White House Lunch Recipes What's an Asthma Flare-Up? KidsHealth > For Kids > What's ...

  2. Development and Evaluation of Computerized Problem-based Learning Cases Emphasizing Basic Sciences Concepts.

    ERIC Educational Resources Information Center

    Abate, Marie A.; Meyer-Stout, Paula J.; Stamatakis, Mary K.; Gannett, Peter M.; Dunsworth, Teresa S.; Nardi, Anne H.

    2000-01-01

    Describes development and evaluation of eight computerized problem-based learning (PBL) cases in medicinal chemistry and pharmaceutics concepts. Case versions either incorporated concept maps emphasizing key ideas or did not. Student performance on quizzes did not differ between the different case versions and was similar to that of students who…

  3. Fiscal Officer Training, 1999-2000. Participant's Guide.

    ERIC Educational Resources Information Center

    Department of Education, Washington, DC.

    This guide is intended for use by participants (college fiscal officers, business officers, bursars, loan managers, etc.) in a two-day workshop on Title IV of the reauthorized Higher Education Act. The guide includes copies of the visual displays used in the workshop, space for individual notes, sample forms, sample computer screens, quizzes, and…

  4. Affective, Cognitive, and Behavioral Differences Between High and Low Procrastinators.

    ERIC Educational Resources Information Center

    Rothblum, Esther D.; And Others

    1986-01-01

    Examined the relation between procrastination and academically related trait measures. Self-reported procrastination was positively correlated with delay in taking self-paced quizzes and negatively correlated with grade point average. High procrastinators, particularly women, were significantly more likely to report more test anxiety and to…

  5. Gladwell and Group Communication: Using "The Tipping Point" as a Supplemental Text

    ERIC Educational Resources Information Center

    Browning, Blair W.

    2011-01-01

    This article describes an activity using Malcolm Gladwell's "The Tipping Point" as a supplemental text in an undergraduate group communication course. This book will help stimulate conversation and promote easy avenues for classroom discussion. In addition to weekly quizzes over each chapter to help facilitate rich classroom discussions, the…

  6. Leaders Look to Technology for Savings and Change

    ERIC Educational Resources Information Center

    Young, Jeffrey R.

    2012-01-01

    Students are bringing the latest devices to campuses expecting to use them as learning tools, and colleges are trying to deliver. Some of the world's best-known universities tried some experiments with a new model of online learning, in which students watch short video lectures, take automatically graded quizzes, and use online communities to work…

  7. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    ERIC Educational Resources Information Center

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-01-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment "StudentResearcher," which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum…

  8. Economics and Entrepreneurship: Student Activities. Master Curriculum Guide.

    ERIC Educational Resources Information Center

    National Council on Economic Education, New York, NY.

    Correlated to the Economics and Entrepreneurship Teaching Strategies Master Curriculum Guide, this book features 66 student activities, case studies, comprehension quizzes, and lessons related to economic concepts. Designed for high school students of economics, social studies, and business education, this curriculum guide combines study of basic…

  9. The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement. Final Report. NCEE 2013-4000

    ERIC Educational Resources Information Center

    Cordray, David; Pion, Georgine; Brandt, Chris; Molefe, Ayrin; Toby, Megan

    2012-01-01

    During the past decade, the use of standardized benchmark measures to differentiate and individualize instruction for students received renewed attention from educators. Although teachers may use their own assessments (tests, quizzes, homework, problem sets) for monitoring learning, it is challenging for them to equate performance on classroom…

  10. A PROJECT TO IMPROVE LEARNING IN CHEMISTRY AT EL CAMINO COLLEGE BY INTRODUCING CHEM STUDY FILMS IN THE EIGHT MILLIMETER CARTRIDGE FORM FOR OUT-OF-CLASS USE BY STUDENTS.

    ERIC Educational Resources Information Center

    KALLAN, LEO E.; MOONEY, WILLIAM T., JR.

    THE USE OF SIX 16-MILLIMETER FILMS IN CHEMISTRY CLASSES WAS SUPPLEMENTED BY PURCHASE OF THEIR 8-MILLIMETER CARTRIDGE VERSIONS AND PROJECTION EQUIPMENT TO ENABLE STUDENTS TO VIEW THE FILMS AS AN INDEPENDENT STUDY PROCEDURE. STUDY GUIDES, QUIZZES AND EVALUATION FORMS WERE PREPARED FOR USE BY INDIVIDUAL STUDENTS. TOTAL COST FOR THE PROJECT WAS…

  11. Development and Implementation of a First-Semester Hybrid Organic Chemistry Course: Yielding Advantages for Educators and Students

    ERIC Educational Resources Information Center

    Ealy, Julie B.

    2013-01-01

    A first-semester organic chemistry course was developed as a hybrid course. The students met face-to-face for one class each week (50 minutes) and the lectures were accessible online via Adobe Connect. Quizzes were scheduled for almost every lecture with access online through ANGEL. In addition, the students had three in-class tests and one final…

  12. A Behavior Modification Plan for Aiding Slow Learners in Arithmetic.

    ERIC Educational Resources Information Center

    Pascale, Pietro J.

    The development and implementation of a behavior modification plan based on token learning schemes is described for use in teaching basic computational skills to low ability, poorly motivated fifth graders. The token system with its reward schedule is outlined; reinforcing activities such as team games, quizzes, and drills are discussed. A brief…

  13. Is achievement in Australian chemistry gender based?

    NASA Astrophysics Data System (ADS)

    Beard, John; Fogliani, Charles; Owens, Chris; Wilson, Audrey

    1993-12-01

    This paper compares the performances of female and male secondary students in the 1991 and 1992 Australian National Chemistry Quizzes. Male students consistently achieved a higher mean score in all Year groups (7 to 12), even though the numbers of female and male entrants were approximately equal. Implications for class tests and assessment tasks are addressed.

  14. Textbook Technology Supplements: What are They Good for?

    ERIC Educational Resources Information Center

    Sellnow, Deanna D.; Child, Jeffrey T.; Ahlfeldt, Stephanie L.

    2005-01-01

    Technology supplements to college textbooks, such as self-guided quizzes and exercises available over the Internet, have become commonplace. The current study examined student perceptions regarding the utility of technology supplements that accompanied a public speaking fundamentals textbook. At semester's end, students reported the supplements to…

  15. Interteaching and the Testing Effect: A Preliminary Analysis

    ERIC Educational Resources Information Center

    Lambert, Tonya; Saville, Bryan K.

    2012-01-01

    In a number of studies, interteaching has produced better student-learning outcomes than traditional teaching methods. Little research, however, has examined ways to make interteaching more effective. Research on the testing effect suggests that frequent testing may improve performance. Thus, including postdiscussion quizzes as a part of…

  16. Alternative Delivery Systems for the Computer-Aided Instruction Study Management System (CAISMS).

    ERIC Educational Resources Information Center

    Nievergelt, Jurg; And Others

    The Computer-Assisted Instruction Study Management System (CAISMS) was developed and implemented on the PLATO system to monitor and guide student study of text materials. It administers assignments, gives quizzes, and automatically keeps track of a student's progress. This report describes CAISMS and several hypothetical implementations of CAISMS…

  17. Asynchronous Assessment in a Large Lecture Marketing Course

    ERIC Educational Resources Information Center

    Downey, W. Scott; Schetzsle, Stacey

    2012-01-01

    Asynchronous assessment, which includes quizzes or exams online or outside class, offers marketing educators an opportunity to make more efficient use of class time and to enhance students' learning experiences by giving them more flexibility and choice in their assessment environment. In this paper, we examine the performance difference between…

  18. Pilot Studies of In-Course Assessment for a Revised Medical Curriculum: II. Computer-Based, Individual.

    ERIC Educational Resources Information Center

    Miller, Andrew P.; Haden, Patricia; Schwartz, Peter L.; Loten, Ernest G.

    1997-01-01

    A study investigated a computer-based testing method in an anatomic pathology course within a new, modular, systems-oriented medical curriculum at the University of Otago (New Zealand). Students (n=193) completed five biweekly criterion-referenced, computer-based quizzes incorporating digitized photographs and varied question formats. Results…

  19. Cutting Class Harms Grades

    ERIC Educational Resources Information Center

    Taylor, Lewis A., III

    2012-01-01

    An accessible business school population of undergraduate students was investigated in three independent, but related studies to determine effects on grades due to cutting class and failing to take advantage of optional reviews and study quizzes. It was hypothesized that cutting classes harms exam scores, attending preexam reviews helps exam…

  20. Kentucky Consumer & Homemaking Education. Appendix for Curriculum Guide.

    ERIC Educational Resources Information Center

    Bishop, Helen; And Others

    As the appendix for a series of curriculum guides for consumer and homemaking education on the secondary level in Kentucky, this booklet contains instructional activities for classroom use in conjunction with the units in the comprehensive curriculum guides. Included are games, puzzles, skits, quizzes, survey forms, checklists, and review sheets…

  1. Pedagogical Techniques: Student Performance and Preferences.

    ERIC Educational Resources Information Center

    Beets, S. Douglas; Lobingier, Patricia G.

    2001-01-01

    Students in financial accounting were exposed to three teaching methods for one-third semester each (chalkboard, overhead projector, presentation software). No overall student learning differences were found, but students performed better on quizzes and exams when their preferred method was used. (SK)

  2. Experiences with Use of Various Pedagogical Methods Utilizing a Student Response System -- Motivation and Learning Outcome

    ERIC Educational Resources Information Center

    Arnesen, Ketil; Korpas, Guri Sivertsen; Hennissen, Jon Eirik; Stav, John Birger

    2013-01-01

    This paper describes use of an online Student Response System (SRS) in a pre-qualification course for engineering studies in Norway. The SRS in use, where students answer quizzes using handheld mobile devices like Smartphones, PADs, iPods etc., has been developed at Sor-Trondelag University College. The development of the SRS was co-funded by the …

  3. Geocaching Is Catching Students' Attention in the Classroom

    ERIC Educational Resources Information Center

    Lisenbee, Peggy; Hallman, Christine; Landry, Debbie

    2015-01-01

    Geocaching is an inquiry-based activity encouraging creativity, active learning, and real-world problem solving. As such, it is an educational opportunity for students in all grade levels. Educators benefit by observing students using higher-order thinking instead of rote learning offered by using traditional worksheets, tests, or quizzes. Also,…

  4. Who Lives on the Other Side of that Boundary: A Model of Geographic Thinking

    ERIC Educational Resources Information Center

    Schmidt, Sandra J.

    2011-01-01

    As a geography educator, it is hard to miss geography's bad rap. There is no shortage of stories and quizzes that show just how bad Americans are at geography and, by implication, how bad geography teachers are. What the public means when they say Americans don't know geography is that people cannot pinpoint countries/states on a map, cannot name…

  5. Teaching to the Test…or Testing to Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding

    ERIC Educational Resources Information Center

    Jensen, Jamie L.; McDaniel, Mark A.; Woodard, Steven M.; Kummer, Tyler A.

    2014-01-01

    In order to test the effect of exam-question level on fostering student conceptual understanding, low-level and high-level quizzes and exams were administered in two sections of an introductory biology course. Each section was taught in a high-level inquiry based style but was assigned either low-level questions (memory oriented) on the quizzes…

  6. Analyzing Breadth and Depth of a Virtual Charter School's Science Curriculum

    ERIC Educational Resources Information Center

    Vick, Matthew

    2012-01-01

    This case study analyzes five science courses of a United States virtual charter school. Online quizzes and exams are provided by the corporate partner, while local teachers have selected report topics, virtual labs and at-home labs for students to complete. These assessments were coded for their correlation to the cognitive levels of the revised…

  7. Students' Perceptions of Academic Dishonesty in the Chemistry Classroom Laboratory

    ERIC Educational Resources Information Center

    Del Carlo, Dawn I.; Bodner, George M.

    2004-01-01

    Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom…

  8. Determinants of Student Attitudes toward Team Exams

    ERIC Educational Resources Information Center

    Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gene

    2014-01-01

    We examine how student attitudes toward their group, learning method, and perceived development of professional skills are initially shaped and subsequently evolve through multiple uses of team exams. Using a Tobit regression model to analyse a sequence of 10 team quizzes given in a graduate-level tax accounting course, we show that there is an…

  9. Basic Lighting Worktext for Film and Video.

    ERIC Educational Resources Information Center

    Ferncase, Richard K.

    This worktext guides film and video students through a series of practical exercises, quizzes, and projects designed to help reinforce skills learned through applied lighting situations. The book is organized in three parts. The first part contains four chapters devoted to basic concepts: (1) "The Visible Spectrum"; (2) "Film and Exposure"; (3)…

  10. Developing the Sixth Sense: Play

    ERIC Educational Resources Information Center

    Baines, Lawrence A.; Slutsky, Ruslan

    2009-01-01

    Traditional ways of teaching--working from a textbook, designing quizzes, and assigning seat work--are predicated on the idea of students' ability and desire to self-regulate. However, these sedentary techniques are ineffective with unmotivated students and poor readers. Teachers commonly invoke fear of failure in an attempt to engage students in…

  11. Pacific Rim Cultures in the Classroom. Multicultural Education Resource Series.

    ERIC Educational Resources Information Center

    Ogilvie, A. Barretto, Ed.; Magnusson, Elaine, Ed.

    Seventeen instructional units on Asian and Pacific culture, society, and economic life are provided in this handbook, the result of a workshop entitled "Pacific Rim Cultures in the Classroom." Most of the lessons include suggestions for classroom activities, quizzes, and supplementary reading matter. The instructional units are organized according…

  12. Pork Puzzlers.

    ERIC Educational Resources Information Center

    National Pork Producers Council, Des Moines, IA.

    Pork Puzzlers is a nutrition education activity booklet for elementary-level students. It includes word scrambles; quizzes with pictures that describe the Food Guide Pyramid; a nutrition word search; a mathematics problem that includes questions on pork; a maze that uses food clues; a letter decoding activity that focuses on a pork dinner; a meal…

  13. The Ability of High School Chemistry Students to Solve Computational Problems Requiring Proportional Reasoning as Affected by Item In-Task Variables.

    ERIC Educational Resources Information Center

    Falls, Timothy H.; Voss, Burton

    This research study was conducted to investigate the interactions of specific student aptitudes with their ability to solve chemistry problems of varying structure and information. Fourteen classroom quizzes were validated and a number of in-task variables were identified for analysis. These variables included: the nature of information given…

  14. Beyond Point and Click: Taking Web Based Pedagogy to a New Level

    ERIC Educational Resources Information Center

    Hurn, Janet E.

    2005-01-01

    A group of faculty that currently teach asynchronous online courses were motivated to ensure that course quality remained high. Many people have seen the online courses that throw some written content up on the web and then have some tests and quizzes and call it an online course. To the faculty, that is not suitable in many ways on many levels.…

  15. Adventures in Exercise Physiology: Enhancing Problem Solving and Assessment

    ERIC Educational Resources Information Center

    FitzPatrick, Kathleen A.

    2004-01-01

    I altered the format of an exercise physiology course from traditional lecture to emphasizing daily reading quizzes and group problem-solving activities. I used the SALGains evaluation to compare the two approaches and saw significant improvements in the evaluation ratings of students who were taught using the new format. Narrative responses…

  16. Your Money Matters. A Self-Study Program for Consumers.

    ERIC Educational Resources Information Center

    Matejic, Denise M.

    This consumer's (or student's) guide for a home-study money management curriculum is divided into five units of study: (1) financial planning; (2) coping with credit; (3) protection through life insurance; (4) financial aspects of housing; and (5) making your money grow. Each unit contains fact sheets, charts, and quizzes. The fact sheets in unit…

  17. Fine Tuning the Teaching Methods Used for Second Year University Mathematics

    ERIC Educational Resources Information Center

    Lim, L. L.; Thiel, D. V.; Searles, Debra J.

    2012-01-01

    Second year mathematics is a compulsory course for all students enrolled in engineering and mathematics programmes at the university, and it is taken by approximately 120 students each year. The pass rate of the course had been below expectations in the past years. In order to improve the predicament, quizzes which provided a mark incentive were…

  18. When Are Two Heads Worse than One? The Effect of Feedback and Structured Learning Groups on Confidence Calibrations.

    ERIC Educational Resources Information Center

    LeCount, Judith; Fox, Paul W.

    Students' confidence calibrations on quizzes taken individually and again in structured learning groups were examined. Under conditions of weekly feedback on accuracy and confidence, students working as individuals and in groups were hypothesized to improve not only their accuracy, but also their calibration of confidence. Findings were based on…

  19. Evaluating the Usability and Accessibility of LMS "Blackboard" at King Saud University

    ERIC Educational Resources Information Center

    Alturki, Uthman T.; Aldraiweesh, Ahmed; Kinshuck

    2016-01-01

    King Saud University is in the process of adopting and implementing the interactive Blackboard Learning Management Systems (LMSs) with features that allow members of staff and teachers from different faculties to access, upload assignments, send quizzes, download content, and evaluate the academic progress of the members of faculty. However, many…

  20. College Textbook Reading Assignments and Class Time Activity

    ERIC Educational Resources Information Center

    Aagaard, Lola; Conner, Timothy W., II; Skidmore, Ronald L.

    2010-01-01

    It has been reported (Lei, Barlett, Gorney, & Herschbach, 2010; Sikorski et al., 2002) that only a minority of college students actually read the course textbook or other assigned readings in preparation for examinations. Suggested strategies to remedy this situation include quizzes (Ruscio, 2001; Ryan, 2006), study worksheets (Aagaard &…

  1. Evaluation and Oral Communication.

    ERIC Educational Resources Information Center

    McLeod, Alan M., Ed.

    1984-01-01

    Articles in this journal issue focus primarily on evaluation in the language arts and oral communication. Following an introduction to the two themes, the articles discuss the following: (1) pop quizzes in literature, (2) holistic scoring, (3) self-evaluation strategies in prewriting and rewriting, (4) what not to do in student/teacher…

  2. Active Learning by Play Dough Modeling in the Medical Profession

    ERIC Educational Resources Information Center

    Herur, Anita; Kolagi, Sanjeev; Chinagudi, Surekharani; Manjula, R.; Patil, Shailaja

    2011-01-01

    Active learning produces meaningful learning, improves attitudes toward learning, and increases knowledge and retention, but is still not fully institutionalized in the undergraduate sciences. A few studies have compared the effectiveness of PowerPoint presentations, student seminars, quizzes, and use of CD-ROMs with blackboard teaching and…

  3. Supporting Student Learning: The Use of Computer-Based Formative Assessment Modules.

    ERIC Educational Resources Information Center

    Peat, Mary; Franklin, Sue

    2002-01-01

    Describes the development of a variety of computer-based assessment opportunities, both formative and summative, that are available to a large first-year biology class at the University of Sydney (Australia). Discusses online access to weekly quizzes, a mock exam, and special self-assessment modules that are beneficial to student learning.…

  4. Testing to Enhance Retention in Human Anatomy

    ERIC Educational Resources Information Center

    Logan, Jessica M.; Thompson, Andrew J.; Marshak, David W.

    2011-01-01

    Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the…

  5. Teaching a New Method of Partial Fraction Decomposition to Senior Secondary Students: Results and Analysis from a Pilot Study

    ERIC Educational Resources Information Center

    Man, Yiu-Kwong; Leung, Allen

    2012-01-01

    In this paper, we introduce a new approach to compute the partial fraction decompositions of rational functions and describe the results of its trials at three secondary schools in Hong Kong. The data were collected via quizzes, questionnaire and interviews. In general, according to the responses from the teachers and students concerned, this new…

  6. Reading Questions in Large-Lecture Courses: Limitations and Unexpected Outcomes

    ERIC Educational Resources Information Center

    Offerdahl, Erika; Baldwin, Thomas; Elfring, Lisa; Vierling, Elizabeth; Ziegler, Miriam

    2008-01-01

    As an alternative to reading quizzes, a team of biochemistry instructors implemented student reading questions (Henderson and Rosenthal 2006) as a new instructional strategy within their large-enrollment biochemistry courses. Unexpected positive outcomes of this instructional method were realized, as well as limitations of the method within this…

  7. Teaching Techniques: Give or Take? Test Review in the ESL/EFL Classroom

    ERIC Educational Resources Information Center

    Mermelstein, Aaron David

    2016-01-01

    This article describes "Give or Take?", a fun game that teachers can use to review vocabulary in the English as a second language or foreign language (ESL/EFL) classroom. This game is easy to prepare, and it is a fun and efficient way to review for quizzes or larger midterm or final exams. It can be adapted to almost any grade level or…

  8. Linking Research to Practice within a Secondary Teacher Preparation Program.

    ERIC Educational Resources Information Center

    Miller, Susan Peterson; Perkins, Peggy; Suzuki, Caryl; Odell, Sandra; McKinney, Marilyn

    2002-01-01

    Examines the influence of 2 teaching routines (Concept Anchoring and Concept Comparison) taught to 12 teaching interns in a university general-methods course on urban high school students' learning evaluated by intern-constructed content quizzes. Half of the interns used the routines; the other half used lectures. Finds no differences in student…

  9. Good For Me! All about Food in 32 Bites. A Brown Paper School Book. First Edition.

    ERIC Educational Resources Information Center

    Burns, Marilyn

    This book, designed to introduce elementary school students to nutrition, contains 32 chapters dealing with various issues of nutrition, dietetics, eating, and food. Information is conveyed through readings, student quizzes, statistics, student activities and experiments, and illustrations. The chapters, generally two to four pages in length,…

  10. Design and Evaluation of an Integrated Online Motion Control Training Package

    ERIC Educational Resources Information Center

    Buiu, C.

    2009-01-01

    The aim of this paper is to present an integrated Internet-based package for teaching the fundamentals of motion control by using a wide range of resources: theory, videos, simulators, games, quizzes, and a remote lab. The package is aimed at automation technicians, pupils at vocational schools and students taking an introductory course in…

  11. Expanding Academic Vocabulary with an Interactive On-Line Database

    ERIC Educational Resources Information Center

    Horst, Marlise; Cobb, Tom; Nicolae, Ioana

    2005-01-01

    University students used a set of existing and purpose-built on-line tools for vocabulary learning in an experimental ESL course. The resources included concordance, dictionary, cloze-builder, hypertext, and a database with interactive self-quizzing feature (all freely available at www.lextutor.ca). The vocabulary targeted for learning consisted…

  12. Solving Differential Equations Analytically. Elementary Differential Equations. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 335.

    ERIC Educational Resources Information Center

    Goldston, J. W.

    This unit introduces analytic solutions of ordinary differential equations. The objective is to enable the student to decide whether a given function solves a given differential equation. Examples of problems from biology and chemistry are covered. Problem sets, quizzes, and a model exam are included, and answers to all items are provided. The…

  13. Developing Simultaneous Linear Equations and Rational Equations

    ERIC Educational Resources Information Center

    Boss'e, Michael J.; Nandakumar, N. R.

    2004-01-01

    To demonstrate concepts or rapidly create quizzes, teachers commonly encounter the need to quickly create mathematical examples. Unfortunately, by producing undesirable or overly complex solutions, extemporaneously created examples can become problematic, create tense learning environments and become more confusing than they are worth. Experience…

  14. Improved Student Achievement Using Personalized Online Homework for a Course in Material and Energy Balances

    ERIC Educational Resources Information Center

    Liberatore, Matthew W.

    2011-01-01

    Personalized, online homework was used to supplement textbook homework, quizzes, and exams for one section of a course in material and energy balances. The objective of this study was to test the hypothesis that students using personalized, online homework earned better grades in the course. The online homework system asks the same questions of…

  15. Construction and Evaluation of Animated Teachable Agents

    ERIC Educational Resources Information Center

    Bodenheimer, Bobby; Williams, Betsy; Kramer, Mattie Ruth; Viswanath, Karun; Balachandran, Ramya; Belynne, Kadira; Biswas, Gautam

    2009-01-01

    This article describes the design decisions, technical approach, and evaluation of the animation and interface components for an agent-based system that allows learners to learn by teaching. Students learn by teaching an animated agent using a visual representation. The agent can answer questions about what she has been taught and take quizzes.…

  16. Computing Accurate Grammatical Feedback in a Virtual Writing Conference for German-Speaking Elementary-School Children: An Approach Based on Natural Language Generation

    ERIC Educational Resources Information Center

    Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

    2009-01-01

    We built a natural language processing (NLP) system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary…

  17. The Sentence Fairy: A Natural-Language Generation System to Support Children's Essay Writing

    ERIC Educational Resources Information Center

    Harbusch, Karin; Itsova, Gergana; Koch, Ulrich; Kuhner, Christine

    2008-01-01

    We built an NLP system implementing a "virtual writing conference" for elementary-school children, with German as the target language. Currently, state-of-the-art computer support for writing tasks is restricted to multiple-choice questions or quizzes because automatic parsing of the often ambiguous and fragmentary texts produced by pupils…

  18. Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom

    ERIC Educational Resources Information Center

    Cleary, Anne M.

    2008-01-01

    College instructors are increasingly relying on wireless clicker systems as instructional tools in the classroom. Instructors commonly use clicker systems for such classroom activities as taking attendance, giving quizzes, and taking opinion polls. However, these systems are uniquely well suited for the teaching of psychology and other courses…

  19. A Blended Learning Lecture Delivery Model for Large and Diverse Undergraduate Cohorts

    ERIC Educational Resources Information Center

    McKenzie, Wendy A.; Perini, Eloise; Rohlf, Vanessa; Toukhsati, Samia; Conduit, Russell; Sanson, Gordon

    2013-01-01

    A blended learning model was developed to enhance lecture delivery in a large, diverse introductory psychology unit, introducing the use of an online, personalized learning system for lecture preparation and using lecture time to extend students' understanding. Changes to the assessment included diagnostic, formative and summative online quizzes.…

  20. The Impact of Online Video Lecture Recordings and Automated Feedback on Student Performance

    ERIC Educational Resources Information Center

    Wieling, M. B.; Hofman, W. H. A.

    2010-01-01

    To what extent a blended learning configuration of face-to-face lectures, online on-demand video recordings of the face-to-face lectures and the offering of online quizzes with appropriate feedback has an additional positive impact on the performance of these students compared to the traditional face-to-face course approach? In a between-subjects…

  1. Team-Based Learning in a Statistical Literacy Class

    ERIC Educational Resources Information Center

    St. Clair, Katherine; Chihara, Laura

    2012-01-01

    Team-based learning (TBL) is a pedagogical strategy that uses groups of students working together in teams to learn course material. The main learning objective in TBL is to provide students the opportunity to "practice" course concepts during class-time. A key feature is multiple-choice quizzes that students take individually and then re-take as…

  2. The ubiquitous umbilicus. What it can reveal about intra-abdominal disease.

    PubMed

    Raymond, P L

    1990-02-01

    With ready access to noninvasive methods of assessing abdominal processes, physicians may forget the first step of physical examination: observation. Physical signs, often neglected or discarded (and felt to be of importance only in trivia quizzes), can quickly direct patient examination in a cost-effective way. In this article, Dr Raymond discusses various periumbilical signs and the conditions linked to them. PMID:2405369

  3. Taking on Multitasking

    ERIC Educational Resources Information Center

    Rekart, Jerome L.

    2011-01-01

    Multitasking impedes learning and performance in the short-term and may affect long-term memory and retention. The implications of these findings make it critical that educators and parents impress upon students the need to focus and reduce extraneous stimuli while studying or reading. Course-based quizzes and tests can be used for more than…

  4. Progressive Inquiry Learning Object Templates (PILOT)

    ERIC Educational Resources Information Center

    Poldoja, Hans; Leinonen, Teemu; Valjataga, Terje; Ellonen, Antti; Priha, Marjo

    2006-01-01

    In most cases digital learning objects are used for individual learning (reading, looking, playing, quizzes) or by teachers in their class-room or online teaching (presentations). In PILOT project we argue that learning objects should be designed and presented in a special way in order to promote truly social constructivist learning. The project…

  5. Individual Versus Paired Learning of an Abstract Algebra Presented by Computer Assisted Instruction.

    ERIC Educational Resources Information Center

    Love, William P.

    A nine-day study was designed to investigate the learning achievement differences between paired and individual high school students in a Computer Assisted Instruction course in Boolean Algebra. Within the format of five 40-minute lessons (including preview frames, instruction, examples, practice problems, criterion frames, and daily quizzes), 23…

  6. Self-Directed Learning in Gross Human Anatomy: Assessment Outcomes and Student Perceptions

    ERIC Educational Resources Information Center

    Smythe, Gayle; Hughes, Diane

    2008-01-01

    Speech pathology students enrolled in a lecture-based gross human anatomy program completed two out of nine topics in self-directed mode. Student performance in quizzes was compared for the two modes, and the students completed questionnaires on their perceptions of the self-directed mode of delivery. Students performed as well in the first…

  7. Literacy 2.0: Teaching Students the Skills Needed to Succeed in Our Information Economy

    ERIC Educational Resources Information Center

    Linik, Joyce Riha

    2012-01-01

    At a middle school, English language learners "beg" to take quizzes via iPod, engaging in interactive language arts exercises that seem more game than test. In a high school classroom, students write, videotape, and edit public service announcements, documentaries, and films. Students from the Seattle metropolitan area create stories via digital…

  8. Web-Based Computer-Aided Personalized System of Instruction

    ERIC Educational Resources Information Center

    Pear, Joseph J.; Schnerch, Gabriel J.; Silva, Kathleen M.; Svenningsen, Louis; Lambert, Jody

    2011-01-01

    In the last two decades, there has been a proliferation of Web-based course-management systems designed to facilitate postsecondary teaching (for example, WebCT, Blackboard, Desire2Learn, Moodle). In general, these systems provide analogs for delivering lectures, holding class discussions, giving quizzes and examinations (typically multiple…

  9. A Comparative Evaluation of E-Learning and Traditional Pedagogical Process Elements

    ERIC Educational Resources Information Center

    Vavpotic, Damjan; Zvanut, Bostjan; Trobec, Irena

    2013-01-01

    In modern pedagogical processes various teaching methods and approaches (elements of the pedagogical process -- EPPs) are used ranging from traditional ones (e.g., lectures, books) to more recent ones (e.g., e-discussion boards, e-quizzes). Different models for evaluation of the appropriateness of EPPs have been proposed in the past. However, the…

  10. Evaluation of Computer-Assisted Instruction in Principles of Economics.

    ERIC Educational Resources Information Center

    Coates, Dennis; Humphreys, Brad R.

    2001-01-01

    Assesses the effectiveness of supplementary Web-based materials and activities in traditional introductory college economics courses. Results suggest that faculty should focus more on developing self-test quizzes and effective bulletin board discussion projects as opposed to generating online content related to text or lecture notes. (Author/LRW)

  11. Testing.

    ERIC Educational Resources Information Center

    Killoran, James, Ed.

    1984-01-01

    This journal issue addresses the issue of testing in the social studies classroom. The first article, "The Role of Testing" (Bragaw), focuses on the need for tests to reflect the objectives of the study completed. The varying functions of pop quizzes, weekly tests, and unit tests are explored. "Testing Thinking Processes" (Killoran, Zimmer, and…

  12. Getting to Know Your Baby and Yourself: Prenatal to Birth.

    ERIC Educational Resources Information Center

    Cooper, Grace C.

    This illustrated booklet on prenatal care and birth is part of a related curriculum on parenting and child development designed for school-age mothers. Conception, embryonic and fetal development, the birth process, nutrition during pregnancy, and emotional and physical characteristics of pregnant women are explained. Short quizzes and answers are…

  13. Accelerated Reader[TM]. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2010

    2010-01-01

    "Accelerated Reader"[TM] is a guided reading intervention used to supplement regular reading instruction in K-12 classrooms. Its aim is to improve students' reading skills through reading practice and quizzes on the books students read. The "Accelerated Reader"[TM] program calls for students to select and read a book and then take a computerized…

  14. Learning to Teach Young People How to Think Historically: A Case Study of One Student Teacher's Experience

    ERIC Educational Resources Information Center

    Mayer, Robert H.

    2006-01-01

    Twenty years ago, John Goodlad (1984) produced a troubling image of the social studies classroom. The primary activities for students in those classes included "listening, reading textbooks, completing workbooks and worksheets, and taking quizzes" (213). Despite many endeavors over the years to uplift the teaching of history, including the writing…

  15. Printed Notes versus Virtual Lectures: An Examination of Student Learning of Geoscience Content

    ERIC Educational Resources Information Center

    Guertin, Laura

    2006-01-01

    Two geoscience course sections were provided with lecture content in different formats--one with static text that contained no graphics, the other with a link to a virtual lecture. Follow-up quizzes showed no difference in learning between the two sections, yet attitudes and academic performance differed with gender. (Contains 2 figures and 1…

  16. Everglades National Park Including Biscayne National Park. Activity Book.

    ERIC Educational Resources Information Center

    Ruehrwein, Dick

    Intended to help elementary school children learn about the resources of the Everglades and Biscayne National Parks, this activity book includes information, puzzles, games, and quizzes. The booklet deals with concepts related to: (1) the seasons; (2) fire ecology; (3) water; (4) fish; (5) mammals; (6) mosquitos; (7) birds; (8) venomous snakes;…

  17. Does the mind map learning strategy facilitate information retrieval and critical thinking in medical students?

    PubMed Central

    2010-01-01

    Background A learning strategy underutilized in medical education is mind mapping. Mind maps are multi-sensory tools that may help medical students organize, integrate, and retain information. Recent work suggests that using mind mapping as a note-taking strategy facilitates critical thinking. The purpose of this study was to investigate whether a relationship existed between mind mapping and critical thinking, as measured by the Health Sciences Reasoning Test (HSRT), and whether a relationship existed between mind mapping and recall of domain-based information. Methods In this quasi-experimental study, 131 first-year medical students were randomly assigned to a standard note-taking (SNT) group or mind map (MM) group during orientation. Subjects were given a demographic survey and pre-HSRT. They were then given an unfamiliar text passage, a pre-quiz based upon the passage, and a 30-minute break, during which time subjects in the MM group were given a presentation on mind mapping. After the break, subjects were given the same passage and wrote notes based on their group (SNT or MM) assignment. A post-quiz based upon the passage was administered, followed by a post-HSRT. Differences in mean pre- and post-quiz scores between groups were analyzed using independent samples t-tests, whereas differences in mean pre- and post-HSRT total scores and subscores between groups were analyzed using ANOVA. Mind map depth was assessed using the Mind Map Assessment Rubric (MMAR). Results There were no significant differences in mean scores on both the pre- and post-quizzes between note-taking groups. And, no significant differences were found between pre- and post-HSRT mean total scores and subscores. Conclusions Although mind mapping was not found to increase short-term recall of domain-based information or critical thinking compared to SNT, a brief introduction to mind mapping allowed novice MM subjects to perform similarly to SNT subjects. This demonstrates that medical students

  18. Quiz: Test Your Skin Cancer IQ

    MedlinePlus

    ... of skin is usually the first step in skin cancer treatment and may have already occurred in the process ... Skin Cancer" Articles Skin Cancer Can Strike Anyone / Skin Cancer: Biology, Risk Factors & Treatment / Timely Healthcare Checkup Catches Melanoma Early / NIH Research ...

  19. The Bicentennial 2 Jersey City History Quiz

    ERIC Educational Resources Information Center

    Rosser, Donald

    1978-01-01

    The Jersey City Education Association is celebrating its centennial year--100 years of service to educators. Here are questions and answers that describe the development of both the city and the educational system from 1633 to the present. (Editor/RK)

  20. Concussions: What Do You Know? (Quiz)

    MedlinePlus

    ... Anyone can get a concussion (unless they live in a bubble!). So it helps to know what to look for and what to do. Test your ... THIS TOPIC Dealing With Sports Injuries Concussions: What to Do Brain and Nervous ...

  1. One Quiz File, Several Modes of Delivery

    ERIC Educational Resources Information Center

    Herbert, John C.

    2012-01-01

    This report offers online course designers, particularly those keen on using Moodle CMSs, a means of diversifying accessibility to their educational materials via multiple modes of delivery that do not require the creation of numerous files and formats for just one activity. The author has made contributions to the development of an open source…

  2. Headaches and Migraines: Migraine 101 Quiz

    MedlinePlus

    ... begins with a visual disturbance called an aura (spots, dots or even zig zag lines). * True/False: All migraines involve only one side of the head. True/False: There is a cure for migraine headaches. Dietary triggers for migraines include: Chocolate Cheese Food additives such as MSG Alcohol A, B, ...

  3. Collaborative Quiz Game Developed with Epik

    ERIC Educational Resources Information Center

    Sampaio, Bruno; Morgado, Carmen; Barbosa, Fernanda

    2012-01-01

    Games are currently being used by an increasing number of people, of different ages and in different contexts. Usually, they provide fun ways of interaction, collaboration, and competition among players. These aspects may be very important in an educational context, since many research studies confirm that games have many positive effects on…

  4. Web-based Homework and Quiz Systems

    NASA Astrophysics Data System (ADS)

    Pritchard, David

    2005-05-01

    Mastering Physics is a Socratic tutor designed to help students learn introductory physics. The tutor poses problems and then comments specifically on about 1/2 of all wrong answers, even though most responses demanded are analytic expressions. Students can request hints (some of which are sub-problems), and work through the list of hint titles at random. In a typical problem there are 10 round trip interactions between tutor and student, raising the percentage of students who get the answer from ˜60% on the first try to over 90% after tutoring. This is Mastery Learning where student time and effort are increased to achieve learning rather than the grade decreased to indicate that the learning is incomplete. Mastering Physics is also a homework administration system that aids the instructor in preparing an assignment by indicating (in the problem library) the difficulty and duration of each problem and of the overall assignment. At MIT doing Mastering Physics has been shown to correlate much better than written homework or going to recitation with scoring better on the final exam in May than that student did on the final in December (which is why the student was repeating the course in the spring). At Arizona State, Mastering Physics increased the class' normalized gain on the Force Concept Inventory from 21% to 40% the year it was introduced.

  5. Quiz Time in the Classroom: Spelling Bee.

    ERIC Educational Resources Information Center

    Fox, Annie

    1982-01-01

    "Spelling Bee" is a computer program (Applesoft Basic), suitable for grades K-3, consisting of several "modes" and 11 units of spelling words. "Modes" include Demonstration (teacher preview of lessons), Learning Management (test preparation), Tutorial (student practice), and Drill (spelling test, which can be designed to meet individual student…

  6. A Laboratory Exercise Demonstrating the Limited Circumstances in which the Cerebral Cortex is Engaged in Over Ground Locomotion.

    PubMed

    Buford, John A

    2005-01-01

    For neuroscience, memorable demonstrations of principles in action are crucial. Neural control of walking is particularly difficult to understand because the interaction of the cerebral cortex with a central pattern generator (CPG) makes the mode of control context-dependent. Beginning students tend to consider corticospinal control the basis of all movement, so they may not distinguish the limited circumstances in which the cerebral cortex bypasses the CPG to control leg movements directly for walking. The demonstration described here is designed to show that cortical involvement in normal walking is minimal unless visual control of foot placement is required. Cortical involvement in motor control is assessed by probing for spare attention while a student volunteer performs three different tasks: sitting, walking down a hallway, and walking through an obstacle course. Simple math quizzes with 20 oral questions are the probes. The class observes the demonstration and discusses the results. To evaluate learning, a multiple-choice question was administered two months after the demonstration, as well as 14 months later to cohorts from the previous year's class. The demonstration succeeded: quiz scores were similar for sitting and level walking, but lower for the obstacle course. Two months later, 86% of students correctly answered the multiple choice question; 42% of the previous year's cohorts answered correctly after 14 months. The demonstration shows that the cortex is engaged by walking through an obstacle course, not walking on a flat indoor surface. Initially, most students learned this distinction well, but after a year, many reverted to the idea that the corticospinal tract controls details of leg movements during walking. Thus this result emphasizes the need for review of advanced concepts. Overall, the experience was fun and could easily fit into basic or clinical neuroscience courses. PMID:23494163

  7. An assessment of student experiences and learning based on a novel undergraduate e-learning resource.

    PubMed

    Mehta, S; Clarke, F; Fleming, P S

    2016-08-12

    Purpose/objectives The aims of this study were to describe the development of a novel e-learning resource and to assess its impact on student learning experiences and orthodontic knowledge.Methods Thirty-two 4th year dental undergraduate students at Queen Mary University of London were randomly allocated to receive electronic access to e-learning material covering various undergraduate orthodontic topics over a 6-week period. Thirty-one control students were not given access during the study period. All students were asked to complete electronic quizzes both before (T0) and after (T1) the study period and a general questionnaire concerning familiarity with e-learning. The test group also completed a user satisfaction questionnaire at T1. Two focus groups were also undertaken to explore learners' experiences and suggestions in relation to the resource.Results The mean quiz result improved by 3.9% and 4.5% in the control and test groups, respectively. An independent t-test, however, demonstrated a lack of statistical significance in knowledge gain between control and test groups (P = 0.941). The qualitative feedback indicated that students believed that use of the resource enhanced knowledge and basic understanding with students expressing a wish to ingrain similar resources in other areas of undergraduate teaching.Conclusions Use of the novel orthodontic e-resource by 4th year undergraduate students over a 6-week period did not result in a significant improvement in subject knowledge. However, the e-learning has proven popular among undergraduates and the resources will continue to be refined. PMID:27514348

  8. Approved Instructional Resources Series: A National Initiative to Identify Quality Emergency Medicine Blog and Podcast Content for Resident Education.

    PubMed

    Lin, Michelle; Joshi, Nikita; Grock, Andrew; Swaminathan, Anand; Morley, Eric J; Branzetti, Jeremy; Taira, Taku; Ankel, Felix; Yarris, Lalena M

    2016-05-01

    Background Emergency medicine (EM) residency programs can provide up to 20% of their planned didactic experiences asynchronously through the Individualized Interactive Instruction (III) initiative. Although blogs and podcasts provide potential material for III content, programs often struggle with identifying quality online content. Objective To develop and implement a process to curate quality EM content on blogs and podcasts for resident education and III credit. Methods We developed the Approved Instructional Resources (AIR) Series on the Academic Life in Emergency Medicine website. Monthly, an editorial board identifies, peer reviews, and writes assessment questions for high-quality blog/podcast content. Eight educators rate each post using a standardized scoring instrument. Posts scoring ≥ 30 of 35 points are awarded an AIR badge and featured in the series. Enrolled residents can complete an assessment quiz for III credit. After 12 months of implementation, we report on program feasibility, enrollment rate, web analytics, and resident satisfaction scores. Results As of June 2015, 65 EM residency programs are enrolled in the AIR Series, and 2140 AIR quizzes have been completed. A total of 96% (2064 of 2140) of participants agree or strongly agree that the activity would improve their clinical competency, 98% (2098 of 2140) plan to use the AIR Series for III credit, and 97% (2077 of 2140) plan to use it again in the future. Conclusions The AIR Series is a national asynchronous EM curriculum featuring quality blogs and podcasts. It uses a national expert panel and novel scoring instrument to peer review web-based educational resources. PMID:27168891

  9. Quiz. Correct answer to the quiz. Check your diagnosis. Clear cell papillary renal cell carcinoma.

    PubMed

    Joseph, Keva; Liu, Kai-Wen; Chang, I-Wei

    2015-06-01

    We incidentally observed a case of clear cell papillary renal cell carcinoma of an 81-year-old woman, presenting with intermittent left flank pain. It is a recently described rare renal parenchymal tumor. PMID:26328282

  10. An Electrifying Quiz! Constructing a Printed-Circuit Board Quiz Game

    ERIC Educational Resources Information Center

    Calhoun, Michael J.

    2005-01-01

    Laptop computers, cell phones and the Apple iPod all contain transistors, IC chips, capacitors, and other electronic components. To the general public--and especially students in upper elementary and middle school grades--these components are most often very mysterious items. Yet, it is at elementary and middle school levels that scientists and…

  11. Diagnosis and treatment of scaphoid fractures.

    PubMed

    Patrick, Cynthia N

    2010-01-01

    The scaphoid bone in the wrist is the most frequently fractured carpal bone. This Directed Reading discusses types of scaphoid fractures, issues of special concern (eg, the risk of avascular necrosis and delayed union or non-union), steps involved in bone fracture healing and various imaging modalities used for scaphoid fracture diagnosis. Types of fracture management such as casting and surgical intervention are examined. Factors that can negatively influence bone healing, such as certain disease processes and tobacco use, are also investigated. This article is a Directed Reading. Your access to Directed Reading quizzes for continuing education credit is determined by your area of interest. For access to other quizzes, go to www.asrt.org/store. PMID:21048065

  12. A review of ethics for the radiologic technologist.

    PubMed

    Reed, Joan R

    2011-01-01

    Radiologic technology students learn ethical theory, ethical principles and the Code of Ethics. However, over time, the concepts may fade from the radiologic technologist's memory. Periodic review of the ethical concepts and the American Registry of Radiologic Technologists Standards of Ethics are important to maintain a clear understanding of ethical expectations of the radiologic technologist. This article provides examples of potential ethical violations to illustrate each principle in the Code of Ethics and each tenet in the Rules of Ethics. The examples are intended to help readers think about and relate to situations they may encounter. This article is a Directed Reading. Your access to Directed Reading quizzes for continuing education credit is determined by your CE preference. For access to other quizzes, go to www.asrt.org/store. PMID:21771936

  13. The Future of Web Maps in Next Generation Textbooks

    NASA Astrophysics Data System (ADS)

    DiBiase, D.; Prasad, S.

    2014-12-01

    The reformation of the "Object Formerly Known as Textbook" (coined by the Chronicle of Higher Education) toward a digital future is underway. Emerging nextgen texts look less like electronic books ("ebooks") and more like online courseware. In addition to text and illustrations, nextgen textbooks for STEM subjects are likely to combine quizzes, grade management tools, support for social learning, and interactive media including web maps. Web maps are interactive, multi-scale, online maps that enable teachers and learners to explore, interrogate, and mash up the wide variety of map layers available in the cloud. This presentation will show how web maps coupled with interactive quizzes enable students' purposeful explorations and interpretations of spatial patterns related to humankind's interactions with the earth. Attendees will also learn about Esri's offer to donate ArcGIS Online web mapping subscriptions to every U.S. school as part of the President Obama's ConnectED initiative.

  14. Using Web-Based Key Character and Classification Instruction for Teaching Undergraduate Students Insect Identification

    NASA Astrophysics Data System (ADS)

    Golick, Douglas A.; Heng-Moss, Tiffany M.; Steckelberg, Allen L.; Brooks, David. W.; Higley, Leon G.; Fowler, David

    2013-08-01

    The purpose of the study was to determine whether undergraduate students receiving web-based instruction based on traditional, key character, or classification instruction differed in their performance of insect identification tasks. All groups showed a significant improvement in insect identifications on pre- and post-two-dimensional picture specimen quizzes. The study also determined student performance on insect identification tasks was not as good as for family-level identification as compared to broader insect orders and arthropod classification identification tasks. Finally, students erred significantly more by misidentification than misspelling specimen names on prepared specimen quizzes. Results of this study support that short web-based insect identification exercises can improve insect identification performance. Also included is a discussion of how these results can be used in teaching and future research on biological identification.

  15. Integration of Problem-based Learning and Innovative Technology Into a Self-Care Course

    PubMed Central

    2013-01-01

    Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Assessments. Students’ scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Conclusion. Integrating problem-based learning and technology into a self-care course enabled students to become active learners. PMID:23966730

  16. Brain arteriovenous malformations.

    PubMed

    Ferrara, Adi R

    2011-01-01

    An arteriovenous malformation (AVM) is a particular abnormality of blood vessels. Brain AVMs are congenital, but symptoms usually do not appear until the second decade of life - if at all. The most common presenting symptom is a brain hemorrhage, but other possible symptoms include neurological deficits, seizures and headaches. Until recently, the gold standard for diagnosing AVM was conventional angiography. However, computed tomography and magnetic resonance angiography are now the first-line diagnostic tools for AVMs. This article reviews the presenting symptoms, diagnostic procedures and treatment options for brain AVMs, including embolization, micro-surgery and radiosurgery. This article is a Directed Reading. Your access to Directed Reading quizzes for continuing education credit is determined by your CE preference. For access to other quizzes, go to www.asrt.org/store. PMID:21771938

  17. Is Latency to Test Deadline a Predictor of Student Test Performance?

    ERIC Educational Resources Information Center

    Landrum, R. Eric; Gurung, Regan A. R.

    2013-01-01

    When students are given a period or window of time to take an exam, is taking an exam earlier in the window (high latency to deadline) related to test scores? In Study 1, students (n = 236) were given windows of time to take online each of 13 quizzes and 4 exams. In Study 2, students (n = 251) similarly took 4 exams online within a test window. In…

  18. People

    NASA Astrophysics Data System (ADS)

    2008-03-01

    INTERVIEW Interview: Earth science gets to the core Some 20 years ago, Prof. G David Price was one of the first to establish the now major field of computational mineral physics. He combines experiment, theory and modelling to tackle major deep Earth science problems. He is vice-provost for research and professor of mineral physics at UCL. David Smith quizzed him on behalf of Physics Education.

  19. Communicating astronomy by the Unizul Science Centre

    NASA Astrophysics Data System (ADS)

    Beesham, A.; Beesham, N.

    2015-03-01

    The University of Zululand, situated along the east coast of KwaZulu-Natal, has a thriving Science Centre (USC) situated in the developing port city of Richards Bay. Over 30 000 learners visit the centre annually, and it consists of an exhibition area, an auditorium, lecture areas and offices. The shows consist of interactive games, science shows, competitions, quizzes and matriculation workshops. Outreach activities take place through a mobile science centre for schools and communities that cannot visit the centre.

  20. Multimodal representation contributes to the complex development of science literacy in a college biology class

    NASA Astrophysics Data System (ADS)

    Bennett, William Drew

    educators are communicating ideas and concepts to their audience with more than simple text. A focused holistic rubric was designed in this study to score how well students in this class were able to incorporate aspects of multimodality into their writing assignments. Using these scores and factors within the rubric (ex. Number of original modes created) they were correlated with classroom performance scores to determine the strength and direction of the relationship. Classroom observations of lectures and discussion sections along with personal interviews with students and teaching assistants aided the interpretation of the results. The results from the study were surprisingly complex to interpret given the background of literature which suggested a strong relationship between multimodal representations and science learning (Lemke, 2000). There were significant positive correlations between student multimodal representations and quiz scores but not exam scores. This study was also confounded by significant differences between sections at the beginning of the study which may have led to learning effects later. The dissimilarity between the tasks of writing during their homework and working on exams may be the reason for no significant correlations with exams. The power to interpret these results was limited by the number of the participants, the number of modal experiences by the students, and the operationalization of multimodal knowledge through the holistic rubric. These results do show that a relationship does exist between the similar tasks within science writing and quizzes. Students may also gain derived science literacy benefits from modal experiences on distal tasks in exams as well. This study shows that there is still much more research to be known about the interconnectedness of multimodal representational knowledge and use to the development of science literacy.

  1. Social media and the classroom?

    NASA Astrophysics Data System (ADS)

    2015-02-01

    Many years ago, I learned (through eavesdropping on a conversation during lab) that my students had set up their own Facebook group. They told me they were using it to help each other with homework assignments. This year, my daughter took physics at a university. She and her friends were struggling a bit with the online quizzes. I suggested that she set up a Facebook community and add me as a member. I would answer questions and help the group study. My daughter's group used Facebook to get answers to specific questions from the quizzes. They often ended up helping each other because the questions were posed quite late in the evening. Questions ranged from exact copies of the original queries to "Does anyone know what equation to use for this?" I began to think that, although their grades were improving on the quizzes, they were not gaining any content knowledge. To combat this, I made and posted a few short video clips reteaching the content.

  2. Gamification: using elements of video games to improve engagement in an undergraduate physics class

    NASA Astrophysics Data System (ADS)

    Rose, J. A.; O’Meara, J. M.; Gerhardt, T. C.; Williams, M.

    2016-09-01

    Gamification has been extensively implemented and studied in corporate settings and has proven to be more effective than traditional employee-training programs, however, few classroom studies of gamification have been reported in the literature. Our study explored the potential of gamified on-line undergraduate physics content as a mechanism to enhance student learning and motivation. Specifically, the main objective of this work was to determine whether extrinsic motivation indicators commonly used in video games could increase student engagement with course content outside of the classroom. Life Science students taking an introductory physics course were provided access to gamified multiple choice quizzes as part of their course assessment. The quizzes incorporated common gaming elements such as points, streaks, leaderboards and achievements, as well as some gamified graphical enhancements and feedback. Student attitudes and performance among those using the gamified quizzes were examined and compared to non-gamified control groups within the same course. Student engagement was quantified through examining student participation above and beyond the minimum course requirements. The results showed that gaming techniques are significantly correlated with increased engagement with course material outside of the classroom. These results may assist instructors in engaging and motivating students outside the classroom through carefully designed online and distance-delivered undergraduate physics content. Furthermore, the gaming elements incorporated in this study were not specifically tied to the physics content and can be easily translated to any educational setting.

  3. The effect of matching learning styles and instructional strategies on academic achievement and student enjoyment of science lessons in a high school general chemistry course

    NASA Astrophysics Data System (ADS)

    Fundi, Shaaban Kitindi

    This study explored the matching hypothesis by examining the effect of matching students' learning style preferences with teachers' instructional strategies on students' academic performance and lesson enjoyment in a high school general chemistry course. To achieve the study aims, the researcher utilized a single-participant study design with a baseline phase and four treatment phases. Determination of students' learning style preferences involved using the Visual, Audial, Read/Write, and Kinesthetic (VARK) Learning Style Inventory. During the one-week baseline phase, students received instruction using regular instructional strategies, followed by four treatment phases: visual intervention, audial intervention, read/write intervention, and a kinesthetic intervention. Each intervention phase lasted one week. During each phase, the researcher measured academic achievement using three teacher-created quiz scores. Student enjoyment was measured using the Test of Science-Related Attitudes (TOSRA). A total of 14 students completed the VARK Questionnaire. Of these, eight students (2 boys and 6 girls) exhibited a multimodal learning style were subsequently excluded from study participation. An additional student was excluded due to excessive absenteeism, leaving five students who completed all phases of the study. Results indicated that matching students' learning style preferences with teachers' instructional strategies did not improve students' academic performance as measured by teacher-created quizzes. However, weekly switching of the instructional strategies did improve student enjoyment of chemistry lessons. Student enjoyment increased for all participants in all intervention phases regardless of whether or not instruction matched students' learning style preferences compared to baseline phase. The results of this study do not support the matching hypothesis. The students in this study, preferred to learn with multiple teaching strategies. Alternating instructional

  4. A Investigation of the Conceptual Changes Resulting from the Use of Demonstrations in College Physics.

    NASA Astrophysics Data System (ADS)

    Gattis, Kenneth William

    1995-01-01

    The purpose was to investigate the acquisition and retrieval of physics concepts introduced to college physics students by classroom demonstrations. Three experimental groups of calculus-based physics classes were presented lessons on three different topics during the semester. The lessons, which were planned to deliver identical concepts and examples, were preceded by a short quiz and were followed by an identical posttest. One treatment group received "enhanced" demonstration lessons, which included a brief period of peer discussion prior to the demonstration lesson. The second treatment group received typical demonstration lessons, and the control group received traditional lectures. Both demonstration groups were found to have higher conceptual gains than the control group on the topic of force and motion, which featured an air track demonstration. No differences were found on the topic of conservation of energy. On the topic of angular momentum, the demonstration groups tended to have higher prediction gains and the control group had higher explanation gains. No differences were found between the gains of the two demonstration groups. Student interview responses recorded one to two weeks after the experimental lessons indicated that the lesson containing a "stool and dumbbell" demonstration in the treatment groups was more memorable than the corresponding angular momentum lesson seen by the control group. Demonstration group students who made conceptual gains on the quizzes were found to give more complete responses to problems; yet they used language that was similar to that used by demonstration group students making no gains. In recalling experimental lessons, the demonstration group students gave responses that were more complete and used more everyday language than the control group students. It was concluded that demonstrations may assist students on certain topics by (1) helping to make concepts more believable; (2) helping to explain concepts that have

  5. Gender differences in introductory university physics performance: The influence of high school physics preparation and affect

    NASA Astrophysics Data System (ADS)

    Hazari, Zahra Sana

    The attrition of females studying physics after high school is a concern to the science education community. Most undergraduate science programs require introductory physics coursework. Thus, success in introductory physics is necessary for students to progress to higher levels of science study. Success also influences attitudes; if females are well-prepared, feel confident, and do well in introductory physics, they may be inclined to study physics further. This quantitative study using multilevel modeling focused on determining factors from high school physics preparation (content, pedagogy, and assessment) and the affective domain that influenced female and male performance in introductory university physics. The study controlled for some university/course level characteristics as well as student demographic and academic background characteristics. The data consisted of 1973 surveys from 54 introductory physics courses within 35 universities across the US. The results highlight high school physics and affective experiences that differentially influenced female and male performance. These experiences include: learning requirements, computer graphing/analysis, long written problems, everyday world examples, community projects, cumulative tests/quizzes, father's encouragement, family's belief that science leads to a better career, and the length of time students believed that high school physics would help in university physics. There were also experiences that had a similar influence on female and male performance. Positively related to performance were: covering fewer topics for longer periods of time, the history of physics as a recurring topic, physics-related videos, and test/quiz questions that involved calculations and/or were drawn from standardized tests. Negatively related to performance were: student-designed projects, reading/discussing labs the day before performing them, microcomputer based laboratories, discussion after demonstrations, and family

  6. Differences between Lab Completion and Non-Completion on Student Performance in an Online Undergraduate Environmental Science Program

    NASA Astrophysics Data System (ADS)

    Corsi, Gianluca

    2011-12-01

    Web-based technology has revolutionized the way education is delivered. Although the advantages of online learning appeal to large numbers of students, some concerns arise. One major concern in online science education is the value that participation in labs has on student performance. The purpose of this study was to assess the relationships between lab completion and student academic success as measured by test grades, scientific self-confidence, scientific skills, and concept mastery. A random sample of 114 volunteer undergraduate students, from an online Environmental Science program at the American Public University System, was tested. The study followed a quantitative, non-experimental research design. Paired sample t-tests were used for statistical comparison between pre-lab and post-lab test grades, two scientific skills quizzes, and two scientific self-confidence surveys administered at the beginning and at the end of the course. The results of the paired sample t-tests revealed statistically significant improvements on all post-lab test scores: Air Pollution lab, t(112) = 6.759, p < .001; Home Chemicals lab t(114) = 8.585, p < .001; Water Use lab, t(116) = 6.657, p < .001; Trees and Carbon lab, t(113) = 9.921, p < .001; Stratospheric Ozone lab, t(112) =12.974, p < .001; Renewable Energy lab, t(115) = 7.369, p < .001. The end of the course Scientific Skills quiz revealed statistically significant improvements, t(112) = 8.221, p < .001. The results of the two surveys showed a statistically significant improvement on student Scientific Self-Confidence because of lab completion, t(114) = 3.015, p < .05. Because age and gender were available, regression models were developed. The results indicated weak multiple correlation coefficients and were not statistically significant at alpha = .05. Evidence suggests that labs play a positive role in a student's academic success. It is recommended that lab experiences be included in all online Environmental Science

  7. COPD Quiz | NIH MedlinePlus the Magazine

    MedlinePlus

    ... that causes COPD is: allergies cigarette smoke air pollution Question 4. Common signs and symptoms of COPD ... smoke avoid other lung irritants, such as air pollution, chemical fumes, and dust follow your treatment plan ...

  8. Fetal Alcohol Spectrum Disorders (FASDs): Alcohol Use Quiz

    MedlinePlus

    ... Educators Partners Tools for Partners Links to Other Websites About Us Information For... ... our Facts Web Page . Related Pages Child Development Developmental Disabilities "Learn the Signs. Act Early." Campaign ...

  9. Sleeping and Driving Don't Mix: Sleep Quiz

    MedlinePlus

    ... of distracted driving in school zones - whnt.com Car crash deaths climb despite better auto safety - USA Today - USA TODAY Teen seatbelt usage rising slightly - Neosho Daily News Driverless Cars to Carry Uber Passengers in Pittsburgh - Voice of ...

  10. Picture quiz: a case of sudden severe chest pain: answers.

    PubMed

    Rabia, M Abu; Sullivan, P; Stivaros, S M

    2007-01-01

    Pneumomediastinum is a condition in which air presents in the mediastinum. It was first described by Laennec in 1819 as a consequence of trauma. Spontaneous pneumomediastinum (SPM) was reported in 1939 by Hamman. PMID:21611614

  11. Picture quiz: a case of sudden severe chest pain.

    PubMed

    Rabia, Mustafa Abu; Sullivan, P; Stivaros, Stavros M

    2007-01-01

    An 18-year-old male with no previous medical history presented to hospital with sudden onset of acute epigastric pain radiating to the anterior chest wall and both shoulders. There was no history of recent trauma and he had not been vomiting. PMID:21611610

  12. Smoking Quiz: Do You Need Help to Quit?

    MedlinePlus

    ... About Cancer Stay Healthy Find Support & Treatment Explore Research Get Involved Find Local ACS Stay ... escape to close share window. Print Share Save Saved this Article Close Push escape to close saved articles window. ...

  13. COPD Quiz | NIH MedlinePlus the Magazine

    MedlinePlus

    ... irritant that causes COPD is: allergies cigarette smoke air pollution Question 4. Common signs and symptoms of COPD ... secondhand smoke avoid other lung irritants, such as air pollution, chemical fumes, and dust follow your treatment plan ...

  14. Quiz: Alzheimer's Disease | NIH MedlinePlus the Magazine

    MedlinePlus

    ... with mild Alzheimer's disease may be helped in day-to-day living by a list of daily plans notes ... help some people with mild Alzheimer's disease with day-to-day living. A big calendar, a list ...

  15. The Paul Petzoldt Trivia Quiz: His Philosophy and Teaching Methods.

    ERIC Educational Resources Information Center

    Wagstaff, Mark

    Paul Petzoldt, co-founder of the Wilderness Education Association (WEA), helped mold the profession of outdoor leadership as we know it today. After his death in 1999, numerous field journals, old speeches, and personal correspondence were salvaged in order to refresh, clarify, and preserve Petzoldt's philosophy and teaching methods. The…

  16. To Quiz or Not to Quiz: Formative Tests Help Detect Students at Risk of Failing the Clinical Anatomy Course

    ERIC Educational Resources Information Center

    Azzi, Alain J.; Ramnanan, Christopher J.; Smith, Jennifer; Dionne, Éric; Jalali, Alireza

    2015-01-01

    Through a modified team-based learning (TBL) in the anatomy pre-clerkship curriculum, formative evaluations are utilized in the University of Ottawa Faculty of Medicine to assess and predict students' outcomes on summative examinations. The purpose of this study was to determine the efficiency of formative assessments to predict student's…

  17. Half Lives for ``Irradiated'' Nonscience Majors

    NASA Astrophysics Data System (ADS)

    Geise, Kathleen; Hallam, Peter; Rattray, Rebecca; Stencel, Robert; Wolfe, Tristan

    2014-03-01

    We launched new hands-on radiation labs to supplement lecture material for undergraduate, non-science majors at the University of Denver to reinforce learning objectives during winter quarter 2014 and in order to help educate the public about nuclear energy decisions. Our learning objectives included: 1. differentiate between particle radiation and electro-magnetic radiation, 2. understand that particle radiation comes in alpha, beta and gamma types, 3. atomic and nuclear structure, 4. decay and half-life, 5. understand safe vs. unsafe doses and issues surrounding nuclear waste disposal. We used prelab surveys, prelab assessments, laboratory write-ups and quizzes to measure success with the learning objectives.

  18. The practice of telepathology in India.

    PubMed

    Baruah, M K

    2005-01-01

    Telepathology in India is still in the evolving stages. Although, much progress has been made around the world specially in the field of digital imaging and virtual slides, the practice of telepathology in India still revolves around static telepathology, be it in telelearning or distance learning, or in remote diagnosis. Websites such as telepathology.org.in have been very successful in popularizing telepathology through quizzes of interesting and rare cases. The only study of teleconsultation from India, has shown that a good concordance with glass slide and static telepathology images. The reasons for the relative delay in acceptance of telepathology in India are manifold. PMID:16388176

  19. Memory: from the laboratory to everyday life

    PubMed Central

    Schacter, Daniel L.

    2013-01-01

    One of the key goals of memory research is to develop a basic understanding of the nature and characteristics of memory processes and systems. Another important goal is to develop useful applications of basic research to everyday life. This editorial considers two lines of work that illustrate some of the prospects for applying memory research to everyday life: interpolated quizzing to enhance learning in educational settings, and specificity training to enhance memory and associated functions in individuals who have difficulties remembering details of their past experiences. PMID:24459406

  20. Computer-aided training exam creation and personnel records management

    SciTech Connect

    Lawton, R.K.; Louche, K.A.

    1985-11-01

    A problem has existed in nuclear power plant training departments about how to choose questions for examinations without instructor bias, how to permanently store this exam so that it can be reconstructed, how to statistically analyze class, instructor, and student performance, and how to keep accurate, easily accessible records of all training. The design of the software package discussed in the paper is such that a complete record of classes, quizzes, exams, instructors, and analysis is available for each trainee. The need for classes is automatically available from the computer with randomly created exams available on request.

  1. Faculty-facilitated remediation: a model to transform at-risk students.

    PubMed

    Corrigan-Magaldi, Maryann; Colalillo, Georgina; Molloy, Janice

    2014-01-01

    A remediation program was implemented during the semester break in an associate degree nursing program to increase the pass rate on the NCLEX-RN of at-risk students in a targeted medical-surgical nursing course. Through the use of a course management system and an adaptive quizzing program, participants were facilitated to take a more active role in their learning. Faculty mentored students and witnessed a transformation in participants through graduation. Ultimately, success of these at-risk students in passing the NCLEX-RN helped maintain this nursing program's pass rate. PMID:24937290

  2. Students' perceptions of academic dishonesty in the chemistry classroom laboratory

    NASA Astrophysics Data System (ADS)

    del Carlo, Dawn I.; Bodner, George M.

    2004-01-01

    Although the literature on both academic dishonesty and scientific misconduct is extensive, research on academic dishonesty has focused on quizzes, exams, and papers, with the virtual exclusion of the classroom laboratory. This study examined the distinctions undergraduate chemistry majors made between academic dishonesty in the classroom laboratory and scientific misconduct in the research laboratory. Across the spectrum of undergraduate chemistry courses, from the introductory course for first-semester chemistry majors to the capstone course in instrumental analysis, we noted that students believe the classroom lab is fundamentally different from a research or industrial lab. This difference is so significant that it carries over into students' perceptions of dishonesty in these two environments.

  3. Recently published papers: Treating sepsis, measuring troponin and managing the obese

    PubMed Central

    Mansfield, Nicholas D; Forni, Lui G

    2005-01-01

    Sepsis and septic shock continue to contribute to our workload and stimulate our research activities although many fundamental questions remain. Studies reported on here focus on inotrope use and a novel way of predicting inotrope response. Continuing this theme more fundamental work is reported examining the mitochondrial respiratory chain and the effects of sepsis coupled with interesting work on lactic acidosis. Troponin raises its head again and we are still left quizzing over its value in the ICU. Finally we discuss a paper on the outcome of the obese patient on a general ICU. Like sepsis a continuing challenge. PMID:16356233

  4. Clinical challenge.

    PubMed

    2016-09-01

    Questions for this month's clinical challenge are based on articles in this issue. The clinical challenge is endorsed by the RACGP Quality Improvement and Continuing Professional Development (QI&CPD) program and has been allocated four Category 2 points (Activity ID:59922). Answers to this clinical challenge are available immediately following successful completion online at http://gplearning.racgp.org.au. Clinical challenge quizzes may be completed at any time throughout the 2014-16 triennium; therefore, the previous months' answers are not published. Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the most appropriate statement as your answer. PMID:27606376

  5. Proficiency Tests for Introductory Physics

    NASA Astrophysics Data System (ADS)

    Hoffman, Eugene J.

    2006-04-01

    Just as passing a music course from "Appreciation" on up demands at least basic proficiency in note reading and harmony, so even physics for nonscience students requires some mathematical skills. We are often frustrated, however, by students who in the midst of a beautifully deductive derivation hesitate over, say, the definition of a cosine. In an effort to hasten development of key problem-solving skills, I have added timed proficiency tests to the conventional array of learning tools, homework, quizzes, hour exams, etc.

  6. Interactive Multimedia Tailored to Improve Diabetes Self-Management.

    PubMed

    Wood, Felecia G; Alley, Elizabeth; Baer, Spencer; Johnson, Rebecca

    2015-09-01

    A pilot program was initiated to improve self-management of type 2 diabetes by rural adults. Using an iOS-based, individually tailored pre-/postintervention to improve diabetes self-management, undergraduate students developed a native mobile application to help participants effectively manage their diabetes. Brief quizzes assessed diabetes knowledge. A diabetes dictionary and physical activity assessment provided additional support to users of the app. On completion of the pilot, data analysis indicated increased diabetes knowledge and self-efficacy, and ease of use of the technology. Native app technology permits ready access to important information for those living with type 2 diabetes. PMID:26333610

  7. A pilot training manual for the terminal configured vehicle electronic horizontal situation indicator

    NASA Technical Reports Server (NTRS)

    Houck, J. A.

    1981-01-01

    The initial phase of a training program for the Terminal Configured Vehicle Electronic Situation indicator (EHSI) is presented. The EHSI and its symbology is introduced and interpretation of the symbols is explained. Basic symbols shown on the display at all times are first presented. Additional optional symbols to be used as appropriate during different portions of a flight are then introduced and various display configurations interpreted. The upper half of each page is a reproduction of the EHSI display or other pertinent instructional material and the bottom half contains explanatory text, simplifying production of an audiovisual package for use with large training classes. Two quizzes on the course material are included.

  8. Development of interactive patient-based multimedia computer programs in veterinary orthopedic radiology.

    PubMed

    Kraft, S L; Hoskinson, J J; Mussman, J M; Michaels, W E; McLaughlin, R; Gaughan, E M; Roush, J K

    1998-01-01

    Three computerized multimedia programs on large and small animal veterinary orthopedic radiology were developed and implemented for the radiology curriculum as an alternative to traditional film-based laboratory learning. Programs utilized "hot words" (colored text words that displayed an overlaid image label that highlighted lesions) and interactive quizzes which responded appropriately to selected answers. "Hot words" helped students develop confidence in accurate lesion detection and the interactive quizzes transformed learning from a passive to an active process. Multiple examples were provided for reinforcement and concepts were incorporated from other clinical disciplines for curriculum integration. Programs were written using a presentation software program, Toolbook for DOS based platform, and contained radiographic images made by laser-scanning digitization. Multiple students could simultaneously access the programs through a network server. These pilot programs were implemented successfully and computerized multimedia presentation proved to be well suited to teaching radiology. Development of the programs required attention to a number of hardware, software, time and cost factors. PMID:9548135

  9. Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps

    PubMed Central

    Pennebaker, James W.; Gosling, Samuel D.; Ferrell, Jason D.

    2013-01-01

    An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. 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. PMID:24278176

  10. Development and Evaluation for Active Learning Instructional Design of Epidemiology in Nursing Informatics Field.

    PubMed

    Majima, Yukie

    2016-01-01

    Nursing education classes are classifiable into three types: lectures, classroom practice, and clinical practice. In this study, we implemented a class that incorporated elements of active learning, including clickers, minutes papers, quizzes, and group work and presentation, in the subject of "epidemiology", which is often positioned in the field of nursing informatics and which is usually taught in conventional knowledge-transmission style lectures, to help students understand knowledge and achieve seven class goals. Results revealed that the average scores of the class achievement (five levels of evaluation) were 3.6-3.9, which was good overall. The highest average score of the evaluation of teaching materials by students (five levels of evaluation) was 4.6 for quizzes, followed by 4.2 for announcement of test statistics, 4.1 for clickers, and 4.0 for news presentation related to epidemiology. We regard these as useful tools for students to increase their motivation. One problem with the class was that it took time to organize the class: creation of tests, class preparation and marking, such as things to be returned and distribution of clickers, and writing comments on small papers. PMID:27332214

  11. Using Attendance Worksheets to Improve Student Attendance, Participation, and Learning

    NASA Astrophysics Data System (ADS)

    Rhoads, Edward

    2013-06-01

    As science instructors we are faced with two main barriers with respect to student learning. The first is motivating our students to attend class and the second is to make them active participants in the learning process once we have gotten them to class. As we head further into the internet age this problem only gets exacerbated as students have replaced newspapers with cell phones which can surf the web, check their emails, and play games. Quizzes can motivated the students to attend class but do not necessarily motivate them to pay attention. Active learning techniques work but we as instructors have been bombarded by the active learning message to the point that we either do it already or refuse to. I present another option which in my classroom has doubled the rate at which students learn my material. By using attendance worksheets instead of end of class quizzes I hold students accountable for not just their attendance but for when they show up and when they leave the class. In addition it makes the students an active participant in the class even without using active learning techniques as they are writing notes and answering the questions you have posed while the class is in progress. Therefore using attendance worksheets is an effective tool to use in order to guide student learning.

  12. An ergonomic education and evaluation program for apprentice carpenters.

    PubMed

    Albers, J T; Li, Y; Lemasters, G; Sprague, S; Stinson, R; Bhattacharya, A

    1997-12-01

    Eighteen new apprentice carpenters received sixteen hours of ergonomics awareness education as a part of their regular apprenticeship training during 1994 and 1995. An equal number of apprentices received no training but served as controls. The training took place in the Southwest Ohio District Council of Carpenter's Joint Apprenticeship and Training School. The curriculum was designed to be "learner-centered." Instruction included short lectures presented by a journeyman carpenter and emphasized participatory activities in the school's carpentry shop. Ongoing program evaluation assessed trainees' reactions to the content and structure of the curriculum and its influence on their behavior. Trainees and controls completed brief quizzes on ergonomic knowledge. Hands-on exercises enabled trainees to apply recently acquired ergonomic knowledge in the school's carpentry shop. Trainees scored significantly higher on one-half of the post-session quizzes and the comprehensive test. Trainees preferred participatory teaching methods, especially those using redesigned tools (93%) and evaluating ergonomic risks (86%); and they supported continued safety and health education during apprentice training. The authors conclude that apprentice-ship programs should provide regular "learner-centered" occupational safety and health education that includes ergonomics, and these programs should be integrated with their shop-based manual arts instruction. PMID:9358921

  13. Tapping the Power of an Online Course to Allow for Differentiated Introductory Astronomy Instruction

    NASA Astrophysics Data System (ADS)

    Gelderman, Richard

    2011-01-01

    Online classes are here to stay. This appears to be true regardless of whether or not student performance in online environments is really comparable to performance levels in comparable face-to-face instruction (e.g., Ury & Ury 2005, Slater & Jones 2004, Brown & Liedholm 2002). This report avoids that unwieldy question and instead concentrates on the opportunities for online courses to build on their potential to improve upon standard classroom settings. An introductory astronomy course has been designed that utilizes MasteringAstronomy and Blackboard to provide a course structure that varies depending on the results of pre-tests and quizzes. Software flags unlock additional tutorials and formative assessments for students who perform poorly on the pre-tests and gatekeeper quizzes. This "long track” involves no grade penalty, but does require additional time on task. While some students withdraw in frustration, the majority of students who find themselves on the "long track” express appreciation at being encouraged to finally learn the material. Meanwhile, the high performing students proceed quickly toward the unit exams, completing their work fairly quickly but tending to spend more time interacting within the Discussion Forums. Overall, this ability to provide differentiated instruction is a meaningful improvement over instructional approaches that can be implemented in a large enrollment face-to-face classroom. Brown, B. & Liedholm, C., 2002, Am. Economic Review, 92, 444 Slater, T. & Jones L., 2004 Astronomy Education Review, 3(1) Ury, G. & Ury, C., 2005, Proc ISECON, 22

  14. An Elective Course on Dermatological Topics and Cosmeceutical Compounding

    PubMed Central

    Lunney, Phillip T.

    2014-01-01

    Objective. To implement and assess a pharmacy dermatology and cosmeceutical compounding elective course and its impact on graduates’ careers. Design. A 3-credit elective course that incorporated classroom lectures on ambulatory dermatologic diseases and cosmeceutical products with case studies, weekly quizzes, and a comprehensive business plan project was implemented in a doctor of pharmacy (PharmD) program in 2010. Assessment. Assessment instruments including weekly quizzes, a business plan project, and pre- and post-course tests were used to evaluate course content. Across 3 offerings of the course (2010, 2011, 2012), pre- and post-course test scores improved. Results of a postgraduate survey showed that 54% of respondents worked at a pharmacy offering compounding services, and 57% felt that the course played a significant or very significant role in their counseling on dermatologic conditions. Conclusions. Assessment methods revealed student learning of course content and the course appeared moderately beneficial to graduates’ early careers. A more longitudinal analysis is needed to assess the course’s impact on long-term career choices, particularly those dealing with compounding of cosmeceutical products. PMID:24850940

  15. Education Research: A case-based bioethics curriculum for neurology residents

    PubMed Central

    Willey, Joshua Z.; Prager, Kenneth

    2015-01-01

    Background: In 2012, the American Academy of Neurology (AAN) updated and expanded its ethics curriculum into Practical Ethics in Clinical Neurology, a case-based ethics curriculum for neurologists. Methods: We piloted a case-based bioethics curriculum for neurology residents using the framework and topics recommended by the AAN, matched to clinical cases drawn from Columbia's neurologic services. Our primary outcome was residents' ability to analyze and manage ethically complex cases as measured on precurriculum and postcurriculum multiple-choice quizzes. Secondary outcomes included precurriculum and postcurriculum self-assessed comfort in discussing and managing ethically complex cases, as well as attendance at ethics discussion sessions as compared to attendance at other didactic sessions. Results: Resident performance on quizzes improved from 75.8% to 86.7% (p = 0.02). Comfort in discussing ethically complex cases improved from 6.4 to 7.4 on a 10-point scale (p = 0.03). Comfort in managing such cases trended toward improvement but did not reach statistical significance. Attendance was significantly better at ethics discussions (73.5%) than at other didactic sessions (61.7%, p = 0.04). Conclusion: Our formal case-based ethics curriculum for neurology residents, based on core topics drawn from the AAN's published curricula, was successfully piloted. Our study showed a statistically significant improvement in residents' ability to analyze and manage ethically complex cases as measured by multiple-choice tests and self-assessments. PMID:25825469

  16. Increased Course Structure Improves Performance in Introductory Biology

    PubMed Central

    Freeman, Scott; Haak, David; Wenderoth, Mary Pat

    2011-01-01

    We tested the hypothesis that highly structured course designs, which implement reading quizzes and/or extensive in-class active-learning activities and weekly practice exams, can lower failure rates in an introductory biology course for majors, compared with low-structure course designs that are based on lecturing and a few high-risk assessments. We controlled for 1) instructor effects by analyzing data from quarters when the same instructor taught the course, 2) exam equivalence with new assessments called the Weighted Bloom's Index and Predicted Exam Score, and 3) student equivalence using a regression-based Predicted Grade. We also tested the hypothesis that points from reading quizzes, clicker questions, and other “practice” assessments in highly structured courses inflate grades and confound comparisons with low-structure course designs. We found no evidence that points from active-learning exercises inflate grades or reduce the impact of exams on final grades. When we controlled for variation in student ability, failure rates were lower in a moderately structured course design and were dramatically lower in a highly structured course design. This result supports the hypothesis that active-learning exercises can make students more skilled learners and help bridge the gap between poorly prepared students and their better-prepared peers. PMID:21633066

  17. Developing Online Oceanography at UCSB

    NASA Astrophysics Data System (ADS)

    Prothero, W. A.; Dodson, H.

    2001-12-01

    Oceanography at UCSB is an introductory general education science course taken by up to 200 students per quarter. The emphasis is on learning science process by engaging in authentic science activities that use real earth data. Recently, to increase student motivation, the course has been modified to include an Earth Summit framework. The online support being developed for this course is the first step in the creation of a completely online oceanography class. Foundation software was first tested in the class during Spring 2001. Online activities that are supported are writing and instructor feedback, online threaded discussion with live chat and graphics, automatically graded homeworks and games, auto graded quizzes with questions randomly selected from a database, and thought problems graded by the instructor(s). Future plans include integration with commercial course management software. To allow choice of assignments, all course activities totaled110%. Since grades were based on A=90-100, B=80-90, C= 70-80, etc, it was possible to get a better than A grade. Students see the effect (on their grade) of each assignment by calculating their current course grade. Course activities included (most of which are automatically graded): weekly lab homeworks, weekly mini-quizzes (10 multiple choice questions selected at random from a topic database), weekly thought questions (graded by the TA), 3 written assignments, and "Question of the Day" from lecture (credit given for handing it in), The online writing software allowed students to enter their writing, edit and link to graphic images, print the paper, and electronically hand it in. This has the enormous advantage of allowing the instructor and TA's convenient access to all student papers. At the end of the course, students were asked how effective each of the course activities were in learning the course material. On a five point scale, ranging from highest contribution to lowest, the percentage of students giving

  18. The Ultimate Spelling Quiz Book: Over 100 Tests, Super Tests, and Killer Spelling Bees.

    ERIC Educational Resources Information Center

    Grambs, David

    Not aimed at beginning or elementary spellers, this book contains more than 100 tests interspersed with various informative items, pertinent quotations, amusing anecdotes, and lightly historical discourses relating to the orthography of English. The tests in the book represent a rather extensive vocabulary (a person who takes all of the tests is…

  19. Quiz: Test Your Skin Cancer IQ | NIH MedlinePlus the Magazine

    MedlinePlus

    ... most dangerous form of skin cancer is melanoma squamous cell carcinoma basal cell carcinoma 4. The most common type of skin cancer is melanoma squamous cell carcinoma basal cell carcinoma 5. Men tend to develop ...

  20. Leveraging Quiz-Based Multiple-Prize Web Tournaments for Reinforcing Routine Mathematical Skills

    ERIC Educational Resources Information Center

    Gonzalez-Tablas, Ana I.; de Fuentes, Jose M.; Hernandez-Ardieta, Jorge L.; Ramos, Benjamin

    2013-01-01

    In Higher Education Engineering studies, there exists the need of engaging students in performing drill and practice activities with the goal of reinforcing routine mathematical skills. The usual optionality of these tasks entails the risk of students not fulfilling them in an effective way. Although competitive approaches are not a trend in…

  1. WhoKnows? Evaluating Linked Data Heuristics with a Quiz that Cleans up DBpedia

    ERIC Educational Resources Information Center

    Waitelonis, Jorg; Ludwig, Nadine; Knuth, Magnus; Sack, Harald

    2011-01-01

    Purpose: Linking Open Data (LOD) provides a vast amount of well structured semantic information, but many inconsistencies may occur, especially if the data are generated with the help of automated methods. Data cleansing approaches enable detection of inconsistencies and overhauling of affected data sets, but they are difficult to apply…

  2. Developing and Integrating a Web-Based Quiz into the Curriculum.

    ERIC Educational Resources Information Center

    Carbone, Angela; Schendzielorz, Peter

    In 1996, the Department of Computer Science at Monash University (Australia) implemented a First Year Advanced Students' Project Scheme aimed at extending and stimulating its best first year students. The goal of the scheme was to give students the opportunity to work on a project that best suited their needs and captured their interests. One of…

  3. A Student-Designed Grammar Quiz on the Web: A Constructive Mode of Grammar Instruction

    ERIC Educational Resources Information Center

    Fukushima, Tatsuya

    2006-01-01

    The World Wide Web has frequently been incorporated into second/foreign language (L2 hereafter) course instruction during the past decade. However, many teaching methods essentially employed it as a reactive mode of L2 instruction. Many other methods have been designed to facilitate constructive L2 production. They are, however, limited in their…

  4. Dermpath quiz: An irregularly colored papule on the back of an adolescent female

    PubMed Central

    Price, Alexandra; Polley, Dennis C.; Sabol, Michael E.; Elston, Dirk M.

    2015-01-01

    This learning exercise challenges clinicians and dermatopathologists to consider the differential diagnosis of an unevenly colored solitary papule over the upper back of an adolescent female. PMID:26904453

  5. Interaction of a Vocabulary Quiz with Cognitive Instructional Strategies in First Language Learning among Japanese Undergraduates

    ERIC Educational Resources Information Center

    Tomita, Kei

    2016-01-01

    In response to concerns regarding effects of hyperlinked annotation on reading comprehension, this study was undertaken to compare hyperlinked annotation with student highlighting of unknown/difficult words. An online highlighting tool was used to help students reflect their prior vocabulary in a hyperlink-based annotated passage. Highlighting…

  6. Take this Quick Quiz: Alcohol and Medications | NIH MedlinePlus the Magazine

    MedlinePlus

    ... three alcoholic drinks each day, totaling 21 per week. True False 4) Drinking alcohol and/or mixing ... exceed a total of seven drinks in a week. Drinking more than these amounts puts people at ...

  7. A Comparison of Study Session Formats on Attendance and Quiz Performance in a College Course

    ERIC Educational Resources Information Center

    Neef, Nancy A.; Cihon, Traci; Kettering, Tracy; Guld, Amanda; Axe, Judah B.; Itoi, Madoka; DeBar, Ruth

    2007-01-01

    We compared two formats for optional study sessions offered to students in a research methods course. Study sessions alternated between a game format (e.g., Behavioral Jeopardy) and a student-directed question and answer format, presented in counterbalanced order across different sections of the same course. The results of the alternating…

  8. A Required Online Course with a Public Health Focus for Third Professional Year Pharmacy Students

    PubMed Central

    Egras, Amy M.

    2015-01-01

    Objective. To design, deliver, and evaluate the impact of a required course on student knowledge acquisition and ability to evaluate contemporary public health issues. Design. A 2-credit course was implemented using asynchronous, online delivery. Learning activities included literature retrieval and assessment, analytic writing, quizzes, and creation of a group wiki evaluating a current public health issue. Course topics included health care reform, social determinants of health, health disparities, evidence-based medicine, end-of-life care, patient safety, and research ethics. Assessment. Strong student performance on assessments indicated an ability to use higher-order cognitive domains. Online delivery provided students with the flexibility to complete assignments at their convenience, allowed participation by all students, and encouraged self-directed learning. Conclusion. Completion of a required, online, asynchronous course with a public health focus allowed pharmacy students to increase their knowledge of and ability to evaluate contemporary ethical, social, cultural, and governmental issues affecting pharmacy practice. PMID:26396277

  9. Mindfulness, anxiety, and high-stakes mathematics performance in the laboratory and classroom.

    PubMed

    Bellinger, David B; DeCaro, Marci S; Ralston, Patricia A S

    2015-12-01

    Mindfulness enhances emotion regulation and cognitive performance. A mindful approach may be especially beneficial in high-stakes academic testing environments, in which anxious thoughts disrupt cognitive control. The current studies examined whether mindfulness improves the emotional response to anxiety-producing testing situations, freeing working memory resources, and improving performance. In Study 1, we examined performance in a high-pressure laboratory setting. Mindfulness indirectly benefited math performance by reducing the experience of state anxiety. This benefit occurred selectively for problems that required greater working memory resources. Study 2 extended these findings to a calculus course taken by undergraduate engineering majors. Mindfulness indirectly benefited students' performance on high-stakes quizzes and exams by reducing their cognitive test anxiety. Mindfulness did not impact performance on lower-stakes homework assignments. These findings reveal an important mechanism by which mindfulness benefits academic performance, and suggest that mindfulness may help attenuate the negative effects of test anxiety. PMID:26372885

  10. Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom.

    PubMed

    Bossaer, John B; Panus, Peter; Stewart, David W; Hagemeier, Nick E; George, Joshua

    2016-03-25

    Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques. PMID:27073284

  11. Students' proofs of one-to-one and onto properties in introductory abstract algebra

    NASA Astrophysics Data System (ADS)

    Wheeler, Ann; Champion, Joe

    2013-12-01

    Learning to write formal mathematical proofs presents a major challenge to undergraduates. Students who have succeeded in algorithm-intensive courses such as calculus often find the abstract logic and nonprocedural nature of proof writing to be technically difficult, ambiguous and filled with potential errors and misconceptions. This mixed-methods study examines 23 undergraduate students' attempts to write one-to-one and onto proofs in an introductory abstract algebra course. Data collected consisted of six rounds of assessments on one-to-one and onto proofs, including homework, quizzes and exams. Using an existing framework of undergraduate proof writing, the researchers found that students' misconceptions and errors varied substantially by student and task, with one-to-one proofs presenting unique challenges. Implications for teaching and research include emphasis on the logic of proof approaches and providing structured proof frameworks to assist undergraduates with the procedural and conceptual challenges in learning to write proofs.

  12. Direct interventions for improving the performance of individuals with Alzheimer's disease.

    PubMed

    Mahendra, N

    2001-11-01

    Direct interventions are being used increasingly to maintain and improve the communicative and cognitive functioning of patients with Alzheimer's dementia. Speech-language pathologists can play an integral role in maximizing the functioning of dementia patients by selecting appropriate direct interventions that capitalize on spared neuropsychological abilities to compensate for impaired abilities. Successful direct interventions use techniques that facilitate learning and retention of information and skills. In this article, direct intervention techniques-repeated exposure via spaced retrieval training and quizzes; errorless learning; multisensory stimulation using music, toys, pets, and memory wallets; and other approaches to cognitive-linguistic stimulation such as the use of personal computers; the Montessori method; and activity programming-are reviewed. The rationale for use of these direct interventions and available efficacy data with Alzheimer's patients also are presented. PMID:11574905

  13. Successful Application of Active Learning Techniques to Introductory Microbiology

    PubMed Central

    HOFFMAN, ELIZABETH A.

    2001-01-01

    While the traditional lecture format may be a successful way to teach microbiology to both medical and nursing students, it was not an effective means of learning for many prenursing and preprofessional students enrolled in either of the introductory microbiology courses at Ashland Community College, an open enrollment institution. The structure of both Medical Microbiology and Principles of Microbiology was redesigned to allow students to address the material in an active manner. Daily quizzes, student group discussions, scrapbooks, lab project presentations and papers, and extra credit projects were all added in order to allow students maximum exposure to the course material in a manner compatible with various methods of learning. Student knowledge, course evaluations, and student success rates have all improved with the active learning format. PMID:23653538

  14. Incorporating online teaching in an introductory pharmaceutical practice course: a study of student perceptions within an Australian University

    PubMed Central

    Benino, Diana; Girardi, Antonia; Czarniak, Petra

    Objective To examine student perceptions regarding online lectures and quizzes undertaken during a pharmaceutical practice course for first year undergraduate students enrolled in the Bachelor of Pharmacy course at an Australian University. Methods The University uses a standard instrument to collect feedback from students regarding unit satisfaction. Data were collected for three different teaching modalities: traditional face-to-face, online and partially online. Results Descriptive statistics support that, from a student's perspective, partial online delivery is the preferred teaching methodology for an introductory pharmaceutical practice unit. Conclusions This study has served to highlight that while there are a few points of significant difference between traditional and online teaching and learning, a combination of the two provides a reasonable avenue for teaching exploration. This result has implications for teaching practice generally, and within the pharmacy discipline, specifically. PMID:24198864

  15. Active Learning through a Debate Series in a First-Year Pharmacy Self-Care Course

    PubMed Central

    Collins, Christine; Danison, Ryan; Lewis, Michelle

    2015-01-01

    Objective. To evaluate the usefulness of formal debates in the pharmacy classroom as a way to learn course material and as a tool for developing competency in essential skills including critical thinking, communication, public speaking, research methods, and teamwork. Design. Debates were incorporated into a self-care course, where students were assigned different debate topics focused on controversial issues. Quantitative analysis was completed to assess debate style learning, knowledge about the subjects presented, and the impact on necessary skills. Assessment. Quizzes given before and after debates showed up to a 36% improvement in grades and up to a 31% change in opinions on the topic. Students assessed themselves as more competent in the skill sets at the completion of the debate series. Conclusion. Incorporation of debates into didactic style courses offers students an opportunity to improve upon skills that will help them succeed as pharmacists. PMID:25861106

  16. Meeting Review: 2002 O'Reilly Bioinformatics Technology Conference

    PubMed Central

    2002-01-01

    At the end of January I travelled to the States to speak at and attend the first O’Reilly Bioinformatics Technology Conference [14]. It was a large, well-organized and diverse meeting with an interesting history. Although the meeting was not a typical academic conference, its style will, I am sure, become more typical of meetings in both biological and computational sciences. Speakers at the event included prominent bioinformatics researchers such as Ewan Birney, Terry Gaasterland and Lincoln Stein; authors and leaders in the open source programming community like Damian Conway and Nat Torkington; and representatives from several publishing companies including the Nature Publishing Group, Current Science Group and the President of O’Reilly himself, Tim O’Reilly. There were presentations, tutorials, debates, quizzes and even a ‘jam session’ for musical bioinformaticists. PMID:18628852

  17. Making Laboratories Count -- Better Integration of Laboratories in Physics Courses

    NASA Astrophysics Data System (ADS)

    Sizemore, Jim

    2011-10-01

    The quality of K-12 education leaves something to be desired and presents higher education faculty with the challenge of instructing under-prepared students. However, by their own admission, students from many institutions inform us that laboratory sections in science classes, including physics, consist mostly of showing up, going through the motions, and getting grades that boost their overall grade. This work presents laboratories that challenge students to take their laboratory work more seriously including specific rubrics enforcing SOLVE and Bloom's Taxonomy, pre-lab preparation work, and quizzes on pre-lab preparation. Early results are encouraging revealing greater student progress with better integration of laboratory with the rest of a complete physics course.

  18. Online Activities for Enhancing Sex Education Curricula: Preliminary Evidence on the Effectiveness of the Abstinence and Contraception Education Storehouse

    PubMed Central

    Raghupathy, Shobana; Klein, Charles; Card, Josefina

    2013-01-01

    The purpose of this research was to conduct a preliminary evaluation of the Abstinence and Contraception Education Storehouse (ACES), a digital, classroom-based resource designed to supplement existing sex education curricula with highly interactive materials such as video clips, multimedia polls and quizzes, and audiovisual demonstrations. 335 students ages 14–19 were randomly assigned to an ACES–based (treatment) or a standard (control) sex education curriculum. Data were collected at the onset of the intervention and 3-months after the completion of the intervention. Preliminary results were highly encouraging, with ACES participants who were sexually initiated at baseline reporting at the 3-month follow-up significant reductions in the number of times they had sex in the past four weeks. Both sexually initiated and non-sexually initiated youth who experienced the ACES curriculum also demonstrated greater intent to abstain from the sex during the follow-up period than those in the control group. PMID:24078799

  19. A Student Response System in an Electronic Classroom: Technology Aids for Large Classroom Instruction

    NASA Astrophysics Data System (ADS)

    Ober, D.; Errington, P.; Islam, S.; Robertson, T.; Watson, J.

    1997-10-01

    In the fall of 1996, thirteen (13) classrooms on the Ball State campus were equipped with technological aids to enhance learning in large classrooms (for typically 100 students or larger). Each classroom was equipped with the following built-in equipment: computer, zip drive, laser disc player, VCR, LAN and Internet connection, TV monitors, and Elmo overhead camera with large-screen projection system. This past fall semester a student response system was added to a 108-seat classroom in the Physics and Astronomy department for use with large General Education courses. Each student seat was equipped with a hardwired hand-held unit possessing input capabilities and LCD feedback for the student. The introduction of the student response system was added in order enhance more active learning by students in the large classroom environment. Attendance, quizzes, hour exams, and in-class surveys are early uses for the system; initial reactions by student and faculty users will be given.

  20. How undergraduate medical students reflect on instructional practices and class attendance: a case study from the Shifa College of Medicine, Pakistan.

    PubMed

    Ahmed, Talat; Shaheen, Abida; Azam, Fahad

    2015-01-01

    The goal of this study was to assess student perceptions of a variety of instructional practices and attitudes toward class attendance. Data were obtained and analyzed by administering a questionnaire to students of the Shifa College of Medicine, Pakistan in 2011 and 2012. The subjects positively assessed most instructional practices, and in particular felt that teaching sessions conducted in small groups were more valuable than formal lectures in large groups. Students did not like having to give presentations, quizzes, panel discussions, and journal club. A positive correlation was found between the perceived importance of attendance and levels of academic motivation. Of the students surveyed, 11.8% were against mandatory attendance, saying that it reduced motivation and that attendance should be optional. In conclusion, the students had a positive perception of a range of instructional practices, and felt especially positively about practices that involve student activity in small groups. Programmatic improvement in instructional practices might increase class attendance. PMID:25797058

  1. Can New Digital Technologies Support Parasitology Teaching and Learning?

    PubMed

    Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

    2016-07-01

    Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. PMID:27131629

  2. Physics of Health Sciences

    NASA Astrophysics Data System (ADS)

    Baublitz, Millard; Goldberg, Bennett

    A one-semester algebra-based physics course is being offered to Boston University students whose major fields of study are in allied health sciences: physical therapy, athletic training, and speech, language, and hearing sciences. The classroom instruction incorporates high-engagement learning techniques including worksheets, student response devices, small group discussions, and physics demonstrations instead of traditional lectures. The use of pre-session exercises and quizzes has been implemented. The course also requires weekly laboratory experiments in mechanics or electricity. We are using standard pre- and post-course concept inventories to compare this one-semester introductory physics course to ten years of pre- and post-course data collected on students in the same majors but who completed a two-semester course.

  3. The Astronomy Workshop: Instructor Support Materials and Student Activities for the Scientific Notation Tool

    NASA Astrophysics Data System (ADS)

    Deming, Grace; Hayes-Gehrke, M.; Hamilton, D.

    2008-05-01

    The Astronomy Workshop (http://janus.astro.umd.edu) is a collection of interactive World Wide Web tools that were developed under the direction of Doug Hamilton for use in undergraduate classes and by the general public. The philosophy of the site is to foster student interest in astronomy by exploiting their fascination with computers and the internet. We have upgraded the "Scientific Notation" tool in response to faculty feedback and input from student interviews. In addition to providing students practice in changing decimal numbers into scientific notation, they may now practice multiplication and division with numbers in scientific notation. We have added instructor materials and student quizzes to enhance the instructional use of the scientific notation web tools. This research was sponsored by NASA EPO grant NNG06GGF99G.

  4. Grading by Response Category: A simple method for providing students with meaningful feedback on exams in large courses

    NASA Astrophysics Data System (ADS)

    Paul, Cassandra; Potter, Wendell; Weiss, Brenda

    2014-11-01

    As instructors, we want our students to develop a deep understanding of course material, and feedback is essential in their sense-making process. Providing effective individualized feedback to students in large courses is especially difficult. While researchers suggest,1 and many instructors of large courses are,2,3 incorporating interactive techniques that allow peer feedback, studies have shown that it's important for students to also have direct feedback from the instructor.4 Since the requirement for individualized feedback is difficult to meet during class time in large courses, providing effective feedback on exams and quizzes takes on added importance. Some instructors choose to assess their students using open-ended written exam items that require students to demonstrate their understanding of physics by solving a problem and/or explaining a concept. Because grading these items can be time consuming, the challenge is to develop an approach to grading and provision of feedback that is both efficient and effective.

  5. Development and evaluation of a pathophysiology CD-ROM for nurse practitioner distance education.

    PubMed

    Mangan, J M; van Soeren, M H

    2000-01-01

    Increasing interest in computer-mediated learning technologies has prompted educators to incorporate them into many learning environments; however, there is still little evaluative evidence to support their effectiveness. This report describes the development and evaluation of an instructional CD-ROM on pathophysiology for Nurse Practitioner students. Researcher-designed questionnaires were used to assess the characteristics of our students, and to solicit their ratings of the CD-ROM on ease of use, clarity of instruction, interest, and convenience of the program, using 5-point Likert scales. The respondents indicated that the package was easy and convenient to use, with high technical quality, and of a level challenging to some but not all of the students. On-line quizzes were most highly rated. There were also some indications of higher levels of achievement among users than among nonusers. These data suggest use of CD-ROM as a distance education strategy can be effective for Nurse Practitioner students. PMID:10740914

  6. Student Performance in a Pharmacotherapy Oncology Module Before and After Flipping the Classroom

    PubMed Central

    Panus, Peter; Stewart, David W.; Hagemeier, Nick E; George, Joshua

    2016-01-01

    Objective. To determine if a flipped classroom improved student examination performance in a pharmacotherapy oncology module. Design. Third-year pharmacy students in 2012 experienced the oncology module as interactive lectures with optional case studies as supplemental homework. In 2013, students experienced the same content in a primarily flipped classroom. Students were instructed to watch vodcasts (video podcasts) before in-class case studies but were not held accountable (ie, quizzed) for preclass preparation. Examination questions were identical in both cohorts. Performance on examination questions was compared between the two cohorts using analysis of covariance (ANCOVA), with prior academic performance variables (grade point average [GPA]) as covariates. Assessment. The students who experienced the flipped classroom approach performed poorer on examination questions than the cohort who experienced interactive lecture, with previous GPA used as a covariate. Conclusion. A flipped classroom does not necessarily improve student performance. Further research is needed to determine optimal classroom flipping techniques. PMID:27073284

  7. Young Children's Competency to Take the Oath: Effects of Task, Maltreatment, and Age.

    PubMed

    Lyon, Thomas D; Carrick, Nathalie; Quas, Jodi A

    2010-04-01

    This study examined maltreated and non-maltreated children's (N = 183) emerging understanding of "truth" and "lie," terms about which they are quizzed to qualify as competent to testify. Four- to six-year-old children were asked to accept or reject true and false (T/F) statements, label T/F statements as the "truth" or "a lie," label T/F statements as "good" or "bad," and label "truth" and "lie" as "good" or "bad." The youngest children were at ceiling in accepting/rejecting T/F statements. The labeling tasks revealed improvement with age and children performed similarly across the tasks. Most children were better able to evaluate "truth" than "lie." Maltreated children exhibited somewhat different response patterns, suggesting greater sensitivity to the immorality of lying. PMID:19263199

  8. Using a cross section to train veterinary students to visualize anatomical structures in three dimensions

    NASA Astrophysics Data System (ADS)

    Provo, Judy; Lamar, Carlton; Newby, Timothy

    2002-01-01

    A cross section was used to enhance three-dimensional knowledge of anatomy of the canine head. All veterinary students in two successive classes (n = 124) dissected the head; experimental groups also identified structures on a cross section of the head. A test assessing spatial knowledge of the head generated 10 dependent variables from two administrations. The test had content validity and statistically significant interrater and test-retest reliability. A live-dog examination generated one additional dependent variable. Analysis of covariance controlling for performance on course examinations and quizzes revealed no treatment effect. Including spatial skill as a third covariate revealed a statistically significant effect of spatial skill on three dependent variables. Men initially had greater spatial skill than women, but spatial skills were equal after 8 months. A qualitative analysis showed the positive impact of this experience on participants. Suggestions for improvement and future research are discussed.

  9. Oceans for schools web magazine

    NASA Astrophysics Data System (ADS)

    Robertson, Y. C.; Byfield, V.

    2003-04-01

    Oceans for Schools (http://www.soc.soton.ac.uk/JRD/SCHOOL/) is an interactive web magazine about oceanography in all its forms, aimed at the 12-16 age group. It combines a magazine format with a web site, covering topics such as: expeditions and research cruises, descriptions of the oceans and major seas, the science needed for understanding the oceans, technology (underwater vehicles, satellites, instruments) and competitions and quizzes. Three issues per year are planned, with frequent updates and monthly competitions within each issue to encourage return visits. An 'Email an oceanographer' feature will provide interaction between the audience and practising scientists, on occasion these scientists will be on board a research cruise or scientific expedition.

  10. Implementing AORN recommended practices for hand hygiene.

    PubMed

    Patrick, Marcia; Van Wicklin, Sharon A

    2012-04-01

    This article focuses on implementing the revised AORN "Recommended practices for hand hygiene in the perioperative setting." The content of the document has been expanded and reorganized from the previous iteration and now includes specific activity statements about water temperature, water and soap dispensing controls, the type of dispensers to use, paper towel dispenser requirements, placement of soap and rub dispensers, and regulatory requirements for products and recommendations for hand hygiene practices. A successful hand hygiene program allows end users to have input into the selection and evaluation of products and should include educating personnel about proper hand hygiene, product composition and safety, and how and when to use specific products. Measures for competency evaluation and compliance monitoring include observations, quizzes, skills labs, electronic monitoring systems, handheld device applications, and data collection forms. PMID:22464622

  11. Analysis of Soft Drinks: UV Spectrophotometry, Liquid Chromatography, and Capillary Electrophoresis

    NASA Astrophysics Data System (ADS)

    McDevitt, Valerie L.; Rodriguez, Alejandra; Williams, Kathryn R.

    1998-05-01

    Instrumental analysis students analyze commercial soft drinks in three successive laboratory experiments. First, UV multicomponent analysis is used to determine caffeine and benzoic acid in Mello YelloTM using the spectrophotometer's software and manually by the simultaneous equations method. The following week, caffeine, benzoic acid and aspartame are determined in a variety of soft drinks by reversed-phase liquid chromatography using 45% methanol/55% aqueous phosphate, pH 3.0, as the mobile phase. In the third experiment, the same samples are analyzed by capillary electrophoresis using a pH 9.4 borate buffer. Students also determine the minimum detection limits for all three compounds by both LC and CE. The experiments demonstrate the analytical use and limitations of the three instruments. The reports and prelab quizzes also stress the importance of the chemistry of the three compounds, especially the relationships of acid/base behavior and polarity to the LC and CE separations.

  12. A Delicate Balance: Integrating Active Learning into a Large Lecture Course

    PubMed Central

    Cotner, Sehoya H.; Baepler, Paul M.; Decker, Mark D.

    2008-01-01

    A lecture section of introductory biology that historically enrolled more than 500 students was split into two smaller sections of approximately 250 students each. A traditional lecture format was followed in the “traditional” section; lecture time in the “active” section was drastically reduced in favor of a variety of in-class student-centered activities. Students in both sections took unannounced quizzes and multiple-choice exams. Evaluation consisted of comparisons of student survey responses, scores on standardized teaching evaluation forms, section averages and attendance, and open-ended student comments on end-of-term surveys. Results demonstrate that students perform as well, if not better, in an active versus traditional environment. However, student concerns about instructor expectations indicate that a judicious balance of student-centered activities and presentation-style instruction may be the best approach. PMID:19047423

  13. The Spirit of Competition: To Win or Not To Win

    PubMed Central

    Szczepinska, Teresa; Iwasaki, Wataru; Abeel, Thomas

    2013-01-01

    A competition is a contest between individuals or groups. The gain is often an award or recognition, which serves as a catalyst to motivate individuals to put forth their very best. Such events for recognition and success are part of many International Society for Computational Biology (ISCB) Student Council Regional Student Groups (RSGs) activities. These include a popular science article contest, a Wikipedia article competition, travel grants, poster and oral presentation awards during conferences, and quizzes at social events. Organizing competitions is no different than any other event; they require a lot of hard work to be successful. Each event gives remarkable organizational and social experience for students running it, while at the same time the participants of the competitions are rewarded by prizes and recognition. It gives everybody involved an opportunity to demonstrate their extraordinary talents and skills. Competitions are unique because they bring out both the best and worst in people. PMID:24385894

  14. Quest Learning and Assessment, UT Austin

    NASA Astrophysics Data System (ADS)

    Lewis, Gerald; McDonald, Patsy; Hostetler, Rhonda

    2010-03-01

    Quest Learning & Assessment is an innovative web-based tool for instructors and students of math and science. Quest was created at The University of Texas at Austin to address educational challenges at one of the biggest universities in the country. It now serves a primary role in classes taught within UT's College of Natural Sciences. Quest covers subjects ranging from mathematics, chemistry, biology, physics, computer science and statistics. For instructors, Quest offers an easy way to create homework assignments, quizzes and exams with its extensive knowledge base. Since most questions have built-in variations Quest can create custom assignments for each student, which are automatically graded. Once solutions are available, students can read detailed explanations to questions and understand why their answer was correct or incorrect. Quest has graded over 30 million student responses and is now available to all education institutions.

  15. Teaching methods for systematic inventive problem-solving: evaluation of a course for teachers

    NASA Astrophysics Data System (ADS)

    Barak, Moshe

    2006-11-01

    Systematic inventive problem-solving is an approach for finding original and useful ideas by systematically examining alterations in existing components within a system, their attributes, functions or internal relationships. This method, which aims at complementing divergent thinking in problem-solving and design, is gaining increased attention in industrial and academic frameworks. The current study examined how science and technology teachers learn, internalize and use the method within an academic course. Data were collected through pre-course and post-course quizzes and questionnaires, documentation of students’ activities, and interviews. The results showed that individuals can improve their problem-solving abilities by combining methods based on ‘ordered thinking’ and ‘disordered thinking,’ and that none of these approaches has preference over the other. Considerable additional work is required, however, to investigate how the proposed approach could be used to foster creative thinking in science and technology studies at school.

  16. A Module for Adaptive Course Configuration and Assessment in Moodle

    NASA Astrophysics Data System (ADS)

    Limongelli, Carla; Sciarrone, Filippo; Temperini, Marco; Vaste, Giulia

    Personalization and Adaptation are among the main challenges in the field of e-learning, where currently just few Learning Management Systems, mostly experimental ones, support such features. In this work we present an architecture that allows Moodle to interact with the Lecomps system, an adaptive learning system developed earlier by our research group, that has been working in a stand-alone modality so far. In particular, the Lecomps responsibilities are circumscribed to the sole production of personalized learning objects sequences and to the management of the student model, leaving to Moodle all the rest of the activities for course delivery. The Lecomps system supports the "dynamic" adaptation of learning objects sequences, basing on the student model, i.e., learner's Cognitive State and Learning Style. Basically, this work integrates two main Lecomps tasks into Moodle, to be directly managed by it: Authentication and Quizzes.

  17. Is pair programming more effective than other forms of collaboration for young students?

    NASA Astrophysics Data System (ADS)

    Lewis, Colleen M.

    2011-06-01

    This study investigates differences between collaboration methods in two summer enrichment classes for students entering the sixth grade. In one treatment, students used pair programming. In the other treatment, students engaged in frequent collaboration, but worked ontheir own computer. Students in the two treatments did not differ significantly in their performance on daily quizzes or responses to attitudinal survey questions. However, the students who worked on their own computer completed exercises more quickly than those using pair programming. This study compares two learning environments with high levels of collaboration to isolate aspects of pair programming that are and are not responsible for the reported success of educational research focused on pair programming. This study expands our understanding of pair programming by moving beyond simplistic comparisons of learning environments with and without collaboration and by extending pair programming research to elementary school students.

  18. Virtual Learning Environment for Interactive Engagement with Advanced Quantum Mechanics

    NASA Astrophysics Data System (ADS)

    Pedersen, Mads Kock; Skyum, Birk; Heck, Robert; Müller, Romain; Bason, Mark; Lieberoth, Andreas; Sherson, Jacob F.

    2016-06-01

    A virtual learning environment can engage university students in the learning process in ways that the traditional lectures and lab formats cannot. We present our virtual learning environment StudentResearcher, which incorporates simulations, multiple-choice quizzes, video lectures, and gamification into a learning path for quantum mechanics at the advanced university level. StudentResearcher is built upon the experiences gathered from workshops with the citizen science game Quantum Moves at the high-school and university level, where the games were used extensively to illustrate the basic concepts of quantum mechanics. The first test of this new virtual learning environment was a 2014 course in advanced quantum mechanics at Aarhus University with 47 enrolled students. We found increased learning for the students who were more active on the platform independent of their previous performances.

  19. Online Activities for Enhancing Sex Education Curricula: Preliminary Evidence on the Effectiveness of the Abstinence and Contraception Education Storehouse.

    PubMed

    Raghupathy, Shobana; Klein, Charles; Card, Josefina

    2013-01-01

    The purpose of this research was to conduct a preliminary evaluation of the Abstinence and Contraception Education Storehouse (ACES), a digital, classroom-based resource designed to supplement existing sex education curricula with highly interactive materials such as video clips, multimedia polls and quizzes, and audiovisual demonstrations. 335 students ages 14-19 were randomly assigned to an ACES-based (treatment) or a standard (control) sex education curriculum. Data were collected at the onset of the intervention and 3-months after the completion of the intervention. Preliminary results were highly encouraging, with ACES participants who were sexually initiated at baseline reporting at the 3-month follow-up significant reductions in the number of times they had sex in the past four weeks. Both sexually initiated and non-sexually initiated youth who experienced the ACES curriculum also demonstrated greater intent to abstain from the sex during the follow-up period than those in the control group. PMID:24078799

  20. Measuring study time distributions: implications for designing computer-based courses.

    PubMed

    Taraban, R; Maki, W S; Rynearson, K

    1999-05-01

    In both traditional lecture-test courses and courses delivered over the World-Wide Web (WWW), both beginning and experienced college students reported studying almost exclusively just before exams. Automatic measures (computer records, WWW page hits, and electronic mail archives) confirmed the self-reported distributions of study times. Weekly deadlines produced weekly volleys of taking on-line quizzes, a pattern that was reflected in self-reports of study times. However, on-line study materials were used primarily for review for regularly scheduled in-class exams. Thus, regardless of course format, students engaged in massed practice and did not experience study aids at appropriate times. Computer technology provides new forms of learning for students, as well as opportunities for instructors to observe patterns of student study time. Management of instructional contingencies will be necessary to bring students into contact with the rich cognitive aids enabled by technology. PMID:10495808