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Research and Teaching: Two-Stage (Collaborative) Testing in Science Teaching: Does It Improve Grades on Short-Answer Questions and Retention of Material?

Journal Article by: Genevieve Newton, Kerry Ritchie, William Albabish, Brett H. Gilley, Rebecca Rajakaruna, and Verena Kulak Digital resources are stored online in your NSTA Library.

The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short- and long-term knowledge retention, and (c) whether there are differences in knowledge retention based on question type.

Grades
  • College

A selection from Journal of College Science Teaching—May/June 2019

  • Publication Date
    3/1/2019
  • Volume
    048
  • Issue
    04
  • ISSN
    Not Available
  • Pages
    10

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