Abstract
Although there have been mixed results from designing assignments with constructive response templates on student performance, the practice can focus student efforts (reducing confusion and cognitive load) on student assignments and make grading easier for faculty. Grades from 149 college students who completed an assignment showed significantly higher scores for the templated assignment versus the non-templated version of the formative assignment ( U = (93, 52), 7630, p<.001). However, opposite results were noted for students who used a templated version of the final exam (summative) versus exam scores for students who did not use the templated version ( U =(94, 51), 7383, p=.025).
| Original language | American English |
|---|---|
| State | Published - Aug 9 2023 |
| Event | 2022 Lilly Asheville International Teaching and Learning Conference - Asheville North Carolina Duration: Aug 9 2023 → … |
Conference
| Conference | 2022 Lilly Asheville International Teaching and Learning Conference |
|---|---|
| Period | 8/9/23 → … |
Keywords
- constructive response templates
- online learning
- formative response templates
Disciplines
- Education
- Educational Methods
- Higher Education
- Scholarship of Teaching and Learning
- Online and Distance Education