The Impact of Frequent Assessment and Feedback on University Students' Understanding of Educational Psychology

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-5 - Teaching Educational Psychology to Promote Equal Educational Opportunities

Abstract

The research reported in this paper examined the impact of frequent assessment combined with feedback on university undergraduates’ understanding of the content of educational psychology. An experimental group of 27 students was given 10 weekly quizzes in addition to a traditional midterm and final exam. A control group of 20 students was given the identical midterm and final exam, but no quizzes. The final exam served as the post-test for the study. Results of an independent samples t-test indicated a statistically significant difference favoring the experimental group. Results were interpreted using information processing and cognitive load theory. Results suggest that frequent and thorough assessment should be an integral part of the learning-teaching process in undergraduate educational psychology courses.

Authors

• Paul Eggen, University of North Florida

• Clairemarie Gonzalez, University of North Florida