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About Teaching To The Test or Testing To Teach: Exams Requiring Higher Order Thinking Skills Encourage Greater Conceptual Understanding
1) The study examined the effects of exam question level (low-level vs high-level cognitive skills) on student learning and performance in an introductory biology course. 2) One section took quizzes and exams consisting of only low-level, fact-based questions, while the other section took assessments consisting of higher-order analysis and application questions. 3) Both sections then took a final exam with questions testing both low-level recall and high-level analysis skills. Students who took higher-level assessments throughout the course performed better on both types of final exam questions, suggesting testing with higher-order questions promotes deeper conceptual understanding and memory of course content.
Detailed Information
| Author: | ['Ali Rauf'] |
|---|---|
| Publication Year: | 2019 |
| Pages: | 23 |
| Language: | English |
| Format: | |
| Price: | FREE |
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