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Does Repeatable Testing Enhance Student Retention of Physics Concepts?

April 26, 2017enhance repeatable retention student Testing

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Does Repeatable Testing Enhance Student Retention of Physics Concepts?

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Adobe PDF Version (1052 KB) This 1993 action research project examines the repeatable testing component of mastery learning. An overview of the mastery learning model is provided, followed by results of a study on the use of a repeatable parallel test with teacher-guided student-initiated correctives in three Inquiry Physics classes at Bartlesville High School, Bartlesville, Oklahoma. Effects on student retention were measured and evaluated through the use of a formative test, retest, and retention test. Statistical analysis of the results showed that students who participated in the corrective retesting process had better concept retention than the others. • Thoughts on the Hunter Mastery Teaching Model Adobe PDF Version (17 KB) This 1993 brief cites some of the merits and weaknesses of the widely disseminated Hunter Model of Mastery Teaching, and compares and constrasts it to models of Mastery Learning. • Testimony to the 1991 Oklahoma Task Force on Teacher Preparation Adobe PDF Vers