Quiz Corrections: Improving Learning by Encouraging Students to Reflect on Their Mistakes

Charles Henderson · Kathleen Harper

62 citations0/0 files storedThe Physics Teacher

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Student Assessment and Feedback Science Education and Pedagogy Innovative Teaching Methods

Abstract

Most introductory physics instructors administer several quizzes and/or exams each term. Instructors are willing to invest the significant time it takes to develop, administer, and grade these assessments because they believe that regular assessments help students learn. However, instructors also believe that students do not make full use of the learning potential of these assessments. For example, in an interview study, six college physics instructors were asked how they expect their students to utilize an instructor solution after a test. All said they expect students to compare the instructor solution with their own and learn from any mistakes made. However, the instructors all thought that most students do not do this sort of comparison and only look at solutions superficially, if at all.1

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 62 citations exist upstream.

References

1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 2010Inside the Black Box: Raising Standards through Classroom Assessment 1998Student expectations in introductory physics 2001Surveying students’ conceptual knowledge of electricity and magnetism 2003Teaching physics : with the physics suite 1999Another reason that physics students learn by rote 1989Two approaches to learning physics 2007Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core

Cited by

2014Answer first: Applying the heuristic-analytic theory of reasoning to examine student intuitive thinking in the context of physics 2014Writing Assignments with a Metacognitive Component Enhance Learning in a Large Introductory Biology Course 2016Improving performance in quantum mechanics with explicit incentives to correct mistakes 2012What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context 2016

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.