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Participation in Voluntary Re-quizzing Is Predictive of Increased Performance on Cumulative Assessments in Introductory Biology

Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO 63130

Department of Biology, Washington University in St. Louis, St. Louis, MO 63130

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Michael J. Cahill

Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO 63130

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Mark A. McDaniel

Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO 63130

Department of Psychological and Brain Sciences, Washington University in St. Louis, St. Louis, MO 63130

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Regina F. Frey

*Address correspondence to: Regina F. Frey (E-mail Address: [email protected]).

Center for Integrative Research on Cognition, Learning, and Education, Washington University in St. Louis, St. Louis, MO 63130

Department of Chemistry, Washington University in St. Louis, St. Louis, MO 63130

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Cynthia Brame, Monitoring Editor

Published Online:26 Apr 2019https://doi.org/10.1187/cbe.18-08-0163

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Supplemental Material

combinedsupmats.pdf (769 KB)

Vol. 18, No. 2

June 01, 2019

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Downloads: 644

Citations: 11

History

Submitted: 21 August 2018

Revised: 17 January 2019

Accepted: 23 January 2019

Information

© 2019 E. M. Walck-Shannon et al. CBE—Life Sciences Education © 2019 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

We thank Anton Weisstein, Barbara Kunkel, John Majors, and Kathleen Weston-Hafer for their consistent efforts to develop and revise the course pre/posttest and their help in revising quiz question pools. This research was supported in part by an internal grant, “Transformational Initiative for Educators in STEM,” which aims to foster the adoption of evidence-based teaching practices in science classrooms at Washington University in St. Louis.

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