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Replication data for: The Impact of Challenge Quizzes on Student Knowledge

Version
1
Resource Type
Dataset
Creator
  • McGoldrick, KimMarie
  • Schuhmann, Peter W.
Publication Date
2016-05-01
Description
  • Abstract

    We evaluate the efficacy of a blended formative/summative assessment tool developed to support mastery learning by students without placing undue burden on instructors. Our innovation provides students with an opportunity to take a more difficult "challenge" quiz to demonstrate their command of the material and improve their grade on regular in-class quizzes. The structure of these quizzes motivates students to modify study behaviors (formative component) and take responsibility for knowledge acquisition (summative component). This mastery-based testing approach serves to bring the student's objective of a quality grade in line with the instructor's objective of quality learning.
Availability
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Relations
  • Is supplement to
    DOI: 10.1257/aer.p20161056 (Text)
Publications
  • McGoldrick, KimMarie, and Peter W. Schuhmann. “The Impact of Challenge Quizzes on Student Knowledge.” American Economic Review 106, no. 5 (May 2016): 373–77. https://doi.org/10.1257/aer.p20161056.
    • ID: 10.1257/aer.p20161056 (DOI)

Update Metadata: 2020-05-18 | Issue Number: 2 | Registration Date: 2019-10-12

McGoldrick, KimMarie; Schuhmann, Peter W. (2016): Replication data for: The Impact of Challenge Quizzes on Student Knowledge. Version: 1. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E113461V1