Using Low- and No-Stakes Quizzing for Student Self-Evaluation of Readiness for Exams

References

• Bangert-Drowns , R. L. , Kulik , J. A. , & Kulik , C.-L. C. ( 1991 ). Effects of frequent classroom testing . The Journal of Educational Research , 85 ( 2 ), 89 – 99 .
   Web of Science ®Google Scholar
• Black , P. & Wiliam , D. ( 1998 ). Assessment and classroom learning . Assessment in Education: Principles, Policy & Practice , 5 ( 1 ), 7 – 74 .
   Google Scholar
• Buchanan , T. ( 2000 ). The efficacy of a world-wide web mediated formative assessment . Journal of Computer Assisted Learning , 16 ( 3 ), 193 – 200 .
   Web of Science ®Google Scholar
• Butler , A. C. & Roediger III , H. L. ( 2007 ). Testing improves long-term retention in a simulated classroom setting . European Journal of Cognitive Psychology , 19 ( 4–5 ), 514 – 527 .
   Web of Science ®Google Scholar
• Butler , D. L. ( 2003 ). The impact of computer-based testing on student attitudes and behavior. January/February. Retrieved June 8, 2008, from http://technologysource.org/article/impact_of_computerbased_testing_on_student_attitudes_and_behavior/
   Google Scholar
• Davis , K. A. ( 2009 ). Improving motivation and knowledge retention with repeatable low-stakes quizzing. Paper presented at the 2009 ASEE Annual Conference & Exposition, Austin, TX, USA.
   Google Scholar
• Gipps , C. V. ( 2005 ). What is the role for ict-based assessment in universities? Studies in Higher Education , 30 ( 2 ), 171 – 180 .
   Web of Science ®Google Scholar
• Glenberg , A. M. , Wilkinson , A. C. , & Epstein , W. (1982). The illusion of knowing: Failure in the self-assessment of comprehension. Memory & Cognition , 10(6), 597–602.
   Web of Science ®Google Scholar
• Haberyan , K. A. ( 2003 ). Do weekly quizzes improve student performance on general biology exams? The American Biology Teacher , 65 ( 2 ), 110 – 114 .
   Web of Science ®Google Scholar
• Halcomb , C. G. , Chatfield , D. C. , Stewart , B. E. , Stokes , M. T. , Cruse , B. H. , & Weimer , J. ( 1989 ). A computer-based instructional management system for general psychology . Teaching of Psychology , 16 ( 3 ), 148 – 151 .
   Web of Science ®Google Scholar
• Halpern , D. F. & Hakel , M. D. ( 2003 ). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer . Change , 35 ( 4 ), 36 – 41 .
   Google Scholar
• Ibabe , I. & Jauregizar , J. ( 2010 ). Online self-assessment with feedback and metacognitive knowledge . Higher Education , 59 ( 2 ), 243 – 258 .
   Web of Science ®Google Scholar
• Johnson , G. M. ( 2006 ). Optional online quizzes: College student use and relationship to achievement , Canadian Journal of Learning and Technology , 32 ( 1 ).
   Google Scholar
• McDaniel , M. A. , Roediger III , H. L. , & McDermott , K. B. ( 2007 ). Generalizing test-enhanced learning from the laboratory to the classroom . Psychonomic Bulletin & Review , 14 ( 2 ), 200 – 206 .
   PubMed Web of Science ®Google Scholar
• Miller , T. ( 2009 ). Formative computer-based assessment in higher education: The effectiveness of feedback in supporting student learning . Assessment & Evaluation in Higher Education , 34 ( 2 ), 181 – 192 .
   Web of Science ®Google Scholar
• Nicol , D. J. ( 2009 ). Assessment for learner self-regulation: Enhancing achievement in the first year using learning technologies . Assessment & Evaluation in Higher Education , 34 ( 3 ), 335 – 352 .
   Web of Science ®Google Scholar
• Nicol , D. J. & Macfarlane-Dick , D. ( 2006 ). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice . Studies in Higher Education , 31 ( 2 ), 199 – 218 .
   Web of Science ®Google Scholar
• Pintrich , P. R. ( 2002 ). The role of metacognitive knowledge in learning, teaching, and assessing . Theory into Practice , 41 ( 4 ), 219 – 225 .
   Web of Science ®Google Scholar
• Reason , R. D. , Terenzini , P. T. , & Domingo , R. J. ( 2006 ). First things first: Developing academic competence in the first year of college . Research in Higher Education , 47 ( 2 ), 149 – 175 .
   Web of Science ®Google Scholar
• Smith , G. ( 2007 ). How does student performance on formative assessments relate to learning assessed by exams? Journal of College Science Teaching , 36 ( 7 ), 28 – 34 .
   Google Scholar
• Taras , M. ( 2003 ). To feedback or not to feedback in student self-assessment . Assessment & Evaluation in Higher Education , 28 ( 5 ), 549 – 565 .
   Google Scholar
• Thelwall , M. ( 2000 ). Computer-based assessment: A versatile educational tool . Computers & Education , 34 ( 1 ), 37 – 49 .
   Web of Science ®Google Scholar
• Wilcox , P. , Winn , S. , & Fyvie-Gauld , M. ( 2005 ). ‘It was nothing to do with the university, it was just the people': The role of social support in the first-year experience of higher education . Studies in Higher Education , 30 ( 6 ), 707 – 722 .
   Web of Science ®Google Scholar