Presentation Title
Adopting different testing modalities to explore student learning and understanding
Proposal Format
20-minute Presentation
Track Choices
Contemporary Issues in Teaching and Learning
Abstract
Exams are the most common way to measure student learning in college courses. Many students report having strong test anxiety causing them to "forget" or "go blank" while taking exams, which may lead to poor performance on exams, therefore these examinations may not be a true depiction of their knowledge and understanding of the course material. In an effort to increase learning and understanding of course material, as well as decrease text anxiety before and during examinations to thus improve performance, three different test modalities were used in an upper-level Exercise Science course (Psychology of Sport-Related Injury) to determine the most appropriate testing modality to reduce anxiety and increase learning and understanding of course material, as a true representation of student learning: partner-individual; all online; class-individual. After, students who have a greater learning and understanding of material will be able to apply the material to real world situations. Results will describe qualitative themes noted by students, as well as quantitative data including perception of learning, reduction in anxiety, increase in confidence, preferred modality, and test scores. Students were not informed of test scores before completing the survey.
Keywords
Data-driven adoption, Research in Teaching and Learning, Neurodiversity
Speaker Bio
Dr. Jamie McAllister-Deitrick is an Associate Professor and Chair in the Department of Kinesiology, College of Health in Human Performance. She received her BA in English and Psychology (Virginia Commonwealth University), MA in Psychology (The American University), PhD in Kinesiology (Michigan State University), and post-doctoral fellowship on concussions/mTBIs (University of Pittsburgh). Dr. McAllister-Deitrick teaches courses in sport psychology and research methods. Her research focuses on psychosocial aspects of sport-related injuries, using psychological skills interventions during injury rehabilitation, and mindfulness practice with athletes and teams to improve performance. Dr. McAllister Deitrick is a certified Instructor in Mindfulness for Sport Performance Enhancement.
Adopting different testing modalities to explore student learning and understanding
Penny Hall, 201
Exams are the most common way to measure student learning in college courses. Many students report having strong test anxiety causing them to "forget" or "go blank" while taking exams, which may lead to poor performance on exams, therefore these examinations may not be a true depiction of their knowledge and understanding of the course material. In an effort to increase learning and understanding of course material, as well as decrease text anxiety before and during examinations to thus improve performance, three different test modalities were used in an upper-level Exercise Science course (Psychology of Sport-Related Injury) to determine the most appropriate testing modality to reduce anxiety and increase learning and understanding of course material, as a true representation of student learning: partner-individual; all online; class-individual. After, students who have a greater learning and understanding of material will be able to apply the material to real world situations. Results will describe qualitative themes noted by students, as well as quantitative data including perception of learning, reduction in anxiety, increase in confidence, preferred modality, and test scores. Students were not informed of test scores before completing the survey.