Pilot Comparison of Reading Quiz Formats in a Graduate Speech Sound Disorders Course
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| Title: | Pilot Comparison of Reading Quiz Formats in a Graduate Speech Sound Disorders Course |
|---|---|
| Language: | English |
| Authors: | Sheri Bayley |
| Source: | Teaching and Learning in Communication Sciences & Disorders. 2024 8(3). |
| Availability: | Teaching and Learning in Communication Sciences & Disorders. 685 Malena Drive, Ann Arbor, MI 48103. Web site: https://ir.library.illinoisstate.edu/tlcsd/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reading Instruction, Tests, Graduate Students, Courses, Student Attitudes, Test Format, Speech Language Pathology, Preferences, Scores, Test Selection, Selection Criteria, Student Characteristics |
| ISSN: | 2689-6443 |
| Abstract: | The purpose of this study was to explore student performance, self-ratings of learning and preference, and student comments on a variety of reading quiz formats in a first semester speech-language pathology graduate course. Students from two cohorts (n = 34) completed four types of quizzes: closed-book, open-book, open-note, and collaborative group in addition to a note review study option in self-selected order. Scores and reported preference were significantly lower on closed-book quizzes compared to other formats, but few other significant differences were observed across formats. Ranges of preferences, low variability in scores, and student comments supported the practice of allowing students to choose their own format, consistent with a needed move in the field towards learner-centered teaching. While additional research is warranted, this pilot study suggests that adding the learner-centered element of choice to assessments such as quizzes can provide flexibility for student preferences while also increasing adherence to reading assignments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1445289 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to explore student performance, self-ratings of learning and preference, and student comments on a variety of reading quiz formats in a first semester speech-language pathology graduate course. Students from two cohorts (n = 34) completed four types of quizzes: closed-book, open-book, open-note, and collaborative group in addition to a note review study option in self-selected order. Scores and reported preference were significantly lower on closed-book quizzes compared to other formats, but few other significant differences were observed across formats. Ranges of preferences, low variability in scores, and student comments supported the practice of allowing students to choose their own format, consistent with a needed move in the field towards learner-centered teaching. While additional research is warranted, this pilot study suggests that adding the learner-centered element of choice to assessments such as quizzes can provide flexibility for student preferences while also increasing adherence to reading assignments. |
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| ISSN: | 2689-6443 |
