Midterm and First-Exam Grades Predict Final Grades in Biology Courses
Students routinely ignore negative feedback regarding their performances early in college science courses. In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an...
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Veröffentlicht in: | Journal of college science teaching 2014-11, Vol.44 (2), p.82-89 |
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description | Students routinely ignore negative feedback regarding their performances early in college science courses. In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an introductory course for nonmajors to upper division, majors-only courses. Data were collected at two different types of institutions: a small liberal arts college and a regional state university. In all cases analyzed, midterm and firstexam grades strongly predicted final grades: Grades often did not change throughout the semester, changes that did occur were minimal, and early grades and final grades were strongly correlated. Midterm and final grades were also strongly correlated in a variety of other academic disciplines at the liberal arts college, including the humanities, the social sciences, and the fine arts. These data may help instructors more clearly communicate to students the importance of doing well early in a course and setting good academic habits early in the semester. |
doi_str_mv | 10.2505/4/jcst14_044_02_82 |
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In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an introductory course for nonmajors to upper division, majors-only courses. Data were collected at two different types of institutions: a small liberal arts college and a regional state university. In all cases analyzed, midterm and firstexam grades strongly predicted final grades: Grades often did not change throughout the semester, changes that did occur were minimal, and early grades and final grades were strongly correlated. Midterm and final grades were also strongly correlated in a variety of other academic disciplines at the liberal arts college, including the humanities, the social sciences, and the fine arts. 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In this study we analyzed the extent to which two standard forms of feedback, midterm and first-exam grades, correlated with final grades in several biology courses. The courses ranged from an introductory course for nonmajors to upper division, majors-only courses. Data were collected at two different types of institutions: a small liberal arts college and a regional state university. In all cases analyzed, midterm and firstexam grades strongly predicted final grades: Grades often did not change throughout the semester, changes that did occur were minimal, and early grades and final grades were strongly correlated. Midterm and final grades were also strongly correlated in a variety of other academic disciplines at the liberal arts college, including the humanities, the social sciences, and the fine arts. 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Barron, James N.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c936-23fbba5b50592fe8b265053441da10ef6d0fd00ecde580a66a6b3dea250b16b73</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2014</creationdate><topic>Academic achievement</topic><topic>Academic grades</topic><topic>Biology</topic><topic>College Science</topic><topic>College students</topic><topic>Colleges</topic><topic>High school students</topic><topic>Higher education</topic><topic>Intellectual Disciplines</topic><topic>Introductory Courses</topic><topic>Liberal Arts</topic><topic>Liberal arts education</topic><topic>Nonmajor students</topic><topic>RESEARCH AND TEACHING</topic><topic>Science Curriculum</topic><topic>Science education</topic><topic>Standardized tests</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Jensen, Philip A.</creatorcontrib><creatorcontrib>Barron, James N.</creatorcontrib><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest One Sustainability</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>Natural Science Collection</collection><collection>Earth, Atmospheric & Aquatic Science Collection</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>SciTech Premium Collection</collection><collection>Education Database (ProQuest)</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>Earth, Atmospheric & Aquatic Science Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Journal of college science teaching</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Jensen, Philip A.</au><au>Barron, James N.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Midterm and First-Exam Grades Predict Final Grades in Biology Courses</atitle><jtitle>Journal of college science teaching</jtitle><date>2014-11-01</date><risdate>2014</risdate><volume>44</volume><issue>2</issue><spage>82</spage><epage>89</epage><pages>82-89</pages><issn>0047-231X</issn><eissn>1943-4898</eissn><coden>JSCTBN</coden><abstract>Students routinely ignore negative feedback regarding their performances early in college science courses. 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subjects | Academic achievement Academic grades Biology College Science College students Colleges High school students Higher education Intellectual Disciplines Introductory Courses Liberal Arts Liberal arts education Nonmajor students RESEARCH AND TEACHING Science Curriculum Science education Standardized tests |
title | Midterm and First-Exam Grades Predict Final Grades in Biology Courses |
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