Abstract
Background: Formative feedback is one way to foster students’ readiness for statistics examinations. Method: The use of Readiness Assurance Tests was examined as an educational intervention in which feedback was provided for both correct and incorrect responses in a graduate-level statistics course. Examination scores in the intervention group (n = 56) were compared with those in a control group (n = 42). Results: Intervention group examination scores significantly improved from 75.92 ± 14.52 on the Readiness Assurance Test to 90.06 ± 7.06, p <.001, on the midterm, and final examination scores improved from 78.23 ± 17.29 to 85.6 ± 6.98, p = <.002. Intervention group midterm scores were significantly higher than those of the control group (90.06 ± 7.06 versus 79.7 ± 11.6, p < .001); however, no differences were found between the groups on the final examination (85.35 ± 9.46 versus 85.6 ± 6.98, p =<.91). Conclusion: Use of Readiness Assurance Tests was an effective modality to increase student self-efficacy, learning experience, and, relative to a control group, midterm examination performance in statistics.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 41-44 |
| Number of pages | 4 |
| Journal | Journal of Nursing Education |
| Volume | 55 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2016 |
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ASJC Scopus subject areas
- Nursing(all)
- Education
Cite this
Preparing students for success on examinations : Readiness assurance tests in a graduate-level statistics course. / Ellis, Rebecca; Carter-Harris, Lisa; MacLaughlin, Pam.
In: Journal of Nursing Education, Vol. 55, No. 1, 01.01.2016, p. 41-44.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Preparing students for success on examinations
T2 - Readiness assurance tests in a graduate-level statistics course
AU - Ellis, Rebecca
AU - Carter-Harris, Lisa
AU - MacLaughlin, Pam
PY - 2016/1/1
Y1 - 2016/1/1
N2 - Background: Formative feedback is one way to foster students’ readiness for statistics examinations. Method: The use of Readiness Assurance Tests was examined as an educational intervention in which feedback was provided for both correct and incorrect responses in a graduate-level statistics course. Examination scores in the intervention group (n = 56) were compared with those in a control group (n = 42). Results: Intervention group examination scores significantly improved from 75.92 ± 14.52 on the Readiness Assurance Test to 90.06 ± 7.06, p <.001, on the midterm, and final examination scores improved from 78.23 ± 17.29 to 85.6 ± 6.98, p = <.002. Intervention group midterm scores were significantly higher than those of the control group (90.06 ± 7.06 versus 79.7 ± 11.6, p < .001); however, no differences were found between the groups on the final examination (85.35 ± 9.46 versus 85.6 ± 6.98, p =<.91). Conclusion: Use of Readiness Assurance Tests was an effective modality to increase student self-efficacy, learning experience, and, relative to a control group, midterm examination performance in statistics.
AB - Background: Formative feedback is one way to foster students’ readiness for statistics examinations. Method: The use of Readiness Assurance Tests was examined as an educational intervention in which feedback was provided for both correct and incorrect responses in a graduate-level statistics course. Examination scores in the intervention group (n = 56) were compared with those in a control group (n = 42). Results: Intervention group examination scores significantly improved from 75.92 ± 14.52 on the Readiness Assurance Test to 90.06 ± 7.06, p <.001, on the midterm, and final examination scores improved from 78.23 ± 17.29 to 85.6 ± 6.98, p = <.002. Intervention group midterm scores were significantly higher than those of the control group (90.06 ± 7.06 versus 79.7 ± 11.6, p < .001); however, no differences were found between the groups on the final examination (85.35 ± 9.46 versus 85.6 ± 6.98, p =<.91). Conclusion: Use of Readiness Assurance Tests was an effective modality to increase student self-efficacy, learning experience, and, relative to a control group, midterm examination performance in statistics.
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UR - http://www.scopus.com/inward/citedby.url?scp=84955058717&partnerID=8YFLogxK
U2 - 10.3928/01484834-20151214-10
DO - 10.3928/01484834-20151214-10
M3 - Article
C2 - 26812382
AN - SCOPUS:84955058717
VL - 55
SP - 41
EP - 44
JO - Journal of Nursing Education
JF - Journal of Nursing Education
SN - 0148-4834
IS - 1
ER -