| dc.contributor.advisor | Korenic, Eileen | |
| dc.contributor.author | Paff, Bradley | |
| dc.date.accessioned | 2012-12-14T17:56:53Z | |
| dc.date.available | 2012-12-14T17:56:53Z | |
| dc.date.issued | 2012-11-26 | |
| dc.identifier.uri | http://digital.library.wisc.edu/1793/63781 | |
| dc.description | Plan B Paper. 2012. Master of Science in Education- Physics--University of Wisconsin-River Falls. Physics Department. 19 leaves. Includes bibliographical references (leaves 18-19). | en |
| dc.description.abstract | This study examines the effect of an optional retesting strategy on long-term retention of course content. It does so by comparing the number of retests a student chooses to take during the semester to the student's performance on the semester exam. The rationale for this instructional practice is that when a student takes the time to restudy material for a retest, the mastery level and long-term retention of that content should increase, which would lead to better performance on cumulative assessments such as the semester exam. This study does find a small trend toward higher performance on semester exams for students who choose to take more retests throughout the semester, though the effect size is not statistically significant. | en |
| dc.language.iso | en_US | en |
| dc.subject | Educational tests and measurements | en |
| dc.subject | Retention | en |
| dc.subject | Retesting | en |
| dc.subject | Recollection (Psychology) | en |
| dc.subject | Long-term retention | en |
| dc.subject | Physics--Study and teaching (Secondary) | en |
| dc.title | Effect of test retakes on long-term retention | en |
| dc.type | Thesis | en |
| thesis.degree.level | MSE | en |
| thesis.degree.discipline | Physics | en |
