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

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P2016_1056_data			10/12/2019 11:04:AM
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Project Citation:

McGoldrick, KimMarie, and Schuhmann, Peter W. Replication data for: The Impact of Challenge Quizzes on Student Knowledge. Nashville, TN: American Economic Association [publisher], 2016. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2019-10-12. https://doi.org/10.3886/E113461V1

Project Description

Summary: 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.

Scope of Project

JEL Classification:
A22 Economic Education and Teaching of Economics: Undergraduate
I23 Higher Education; Research Institutions

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Published Versions

V1 [2019-10-12]

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