v29-4p15-20 - Effect of Essay-Style Lecture Quizzes on...

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Anatomy and Physiology Exams Bioscene 15 Effect of Essay-Style Lecture Quizzes on Student Performance on Anatomy and Physiology Exams Janet E. Steele Department of Biology University of Nebraska at Kearney Kearney, NE 68849 E-mail: steelej@unk.edu Abstract: A challenge facing many instructors of large (greater than 100 students) lecture sections is to encourage students to review course material on a regular basis. This 9-year study examined the impact of essay-style lecture quizzes on student performance in a two-semester anatomy and physiology course sequence. Results suggest quizzes improved student performance on regular hourly exams during the first semester of the course but not during the second semester of the course. In addition, lecture quizzes did significantly improve student performance on the Human Anatomy and Physiology Society (HAPS) comprehensive final exam. The "average" student, in years when quizzes were not given, ranked in the 56th percentile nationally; whereas, the "average" student, in years when quizzes were given, ranked in the 72nd percentile nationally on the HAPS exam. While very time consuming to grade and process, quizzes allowed the instructor to get to know more about the ability of individual students in the class, enabling the instructor to be able to write more valid letters of recommendation. In addition, all students received regular individual feedback from the instructor, making them feel less distanced from the instructor. Key words : anatomy and physiology, quizzes, standardized exam, student performance INTRODUCTION One challenge facing many university professors is encouraging students to study on a regular basis rather than cram for lecture exams. This is especially true in large lecture classes where students may feel disconnected from the professor and where regular attendance and class participation are not included in the students' final grades. Inclusion of a series of lecture quizzes, especially if the quizzes are a significant part of the students' final grade in the class, may be a method of encouraging students to study regularly. Quizzes have been shown to have a positive affect on attendance, reading, and student confidence, and may reduce student anxiety (Ehrlich, 1995; Ruscio, 2001; Sporer, 2001; Wilder et al., 2001). In addition, the feedback from regular quizzes allows students to identify areas on which to focus for exams (Sporer, 2001). Quizzes do not, however, appear to improve reading for comprehension (Johannessen, 1995) or on student performance on general biology exams (Haberyan, 2003). The primary class for which the author has been responsible for the past 10 years is a sophomore-level, two-semester anatomy and physiology (A&P) sequence (A&P I and A&P II). This class is not part of our university's general studies curriculum and is specifically designed to meet the needs of students pursuing a wide variety of careers in the health sciences, including chiropractic medicine, dentistry,
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This note was uploaded on 01/16/2012 for the course BI 200 taught by Professor Potter during the Fall '11 term at Montgomery College.

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v29-4p15-20 - Effect of Essay-Style Lecture Quizzes on...

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