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Frequency of testing. Lessons from a field experiment in higher education

dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.contributor.authorBernatzky, Marianne
dc.contributor.authorCabrera, José María
dc.contributor.authorCid, Alejandro
dc.date.accessioned2022-07-04T18:56:32Z
dc.date.available2022-07-04T18:56:32Z
dc.date.issued2017es
dc.identifier.urihttps://hdl.handle.net/20.500.12806/1356
dc.description.abstractPurpose: The purpose of this study is to investigate the effect of frequent testing on the performance of undergraduate freshmen. Methodology: The impact evaluation of the intervention is designed as a field experiment -a randomized control trial. First, instructor divided the class in groups of three students in a joint-liability framework, a setting that fosters peer monitoring among students. Then, the groups were randomly assigned to high-frequency testing (tests on a weekly schedule) or a low-frequency testing (tests on a biweekly schedule). Each testing condition lasted for 15 weeks, and data on academic achievement were collected both before and after the intervention. Findings: Although high-frequency groups show a higher mean performance on academic results, the findings do not indicate a definitive improvement in performance in weekly versus biweekly testing. We related our findings with recent discoveries on students’ perception of frequent assessments and its relation to motivation. Originality: A large body of educational literature investigates the effect of the frequency of testing on learning performance. Less attention has been devoted to explore the mechanisms behind that relationship. We contribute to this emerging literature analyzing the effect of test frequency on a sample of Uruguayan university students, in a novel setting (a joint-liability framework), exploring mechanisms and suggesting lessons for future research.es
dc.format.extent25 p.es
dc.format.mimetypeapplication/pdfes
dc.languageenges
dc.publisherUniversidad de Montevideo, Facultad de Ciencias Empresariales y Economía, Departamento de Economíaes
dc.relation.ispartofDocumentos de trabajo del Departamento de Economíaes
dc.rightsAbiertoes
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectFrequent assessmentes
dc.subjectIntrinsic motivationes
dc.subjectGradeses
dc.subjectPerceptionses
dc.subjectClassroom field experimentes
dc.subjectFeedbackes
dc.subjectProcrastinationes
dc.titleFrequency of testing. Lessons from a field experiment in higher educationes
dc.typeDocumento de trabajoes
dc.contributor.filiacionBernatzky, Marianne. Universidad de Montevideoes
dc.contributor.filiacionCabrera, José María. Universidad de Montevideo, Uruguayes
dc.contributor.filiacionCid, Alejandro. Universidad de Montevideo. Uruguayes
dc.type.versionPublicadaes

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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internacional