Continuing the Battle to Find a Cure for\u00a0 Post-Exam Syndrome<\/h3>\n
There has been preliminary research^1 into the question of increasing the learning value associated with student examinations.\u00a0 Initial results considered the degree to which students benefit from revisiting, correcting, and analyzing their examination effort, before progressing with new material.\u00a0 The analysis step refers to the requirement that the students explain the thought processes behind any originally incorrect answer.\u00a0 The benefits were assessed by use of follow-up exams, but suffered from difficulties in choosing appropriate questions and format for such exams.\u00a0 (For example, questions that are too hard or too easy may mask significant differences in understanding.)\u00a0 In this senior project, we will investigate the possibility of constructing more useful follow-up tests, and we will consider their value in assessing other learning methods.\u00a0 We will attempt to find guidelines for instructors who wish to pursue some of these methods.
1.\u00a0 See M. Finnerty, 2004 CWRU Senior Thesis for a discussion.<\/p>\n","protected":false},"excerpt":{"rendered":"
Sarah Lehrian with Robert Brown Continuing the Battle to Find a Cure for\u00a0 Post-Exam Syndrome<\/p>\n
There has been preliminary research^1 into the question of increasing the learning value associated with student examinations.\u00a0 Initial results considered the degree to which students benefit from revisiting, correcting, and analyzing their examination effort, before progressing with new material.\u00a0 The analysis step refers to the requirement that the students explain the thought processes behind any originally incorrect answer.\u00a0 The benefits were assessed by use of follow-up exams, but suffered from difficulties in choosing appropriate questions and format for such exams.\u00a0 (For example, questions that are too hard or too easy may mask significant differences in understanding.)\u00a0 In this senior project,<\/p>\n