Using collaborative two‐stage examinations to address test anxiety in a large enrollment gateway course

Large enrollment foundational courses are perceived as “high stakes” because of their potential to act as barriers for progression to the next course or admittance to a program. The nature of gateway courses makes them ideal settings to explore the relationship between anxiety, pedagogical intervent...

Ausführliche Beschreibung

Gespeichert in:

Bibliographische Detailangaben
Veröffentlicht in:	Anatomical sciences education 2017-09, Vol.10 (5), p.409-422
Hauptverfasser:	Fournier, Kimberly A., Couret, Jannelle, Ramsay, Jason B., Caulkins, Joshua L.
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Ability Academic Achievement Adolescent Adult Anatomy Anatomy - education Anxiety Anxiety - etiology Collaboration collaborative testing Competency tests Cooperation Correlation Curriculum Educational Measurement - methods Female gateway course gross anatomy education Humans Intervention Introductory Courses Large Group Instruction Learning Strategies Male motivated strategies for learning questionnaire Motivation MSLQ Outcomes of Treatment Perception Questionnaires Science Tests Social Behavior Statistical Analysis Stress, Psychological - complications Student Attitudes Students Students - psychology Surveys and Questionnaires Teaching Methods Test Anxiety Test Results Test Taking Skills - psychology undergraduate education Undergraduate Students Universities Young Adult
Online-Zugang:	Volltext
Tags:	Tag hinzufügen Keine Tags, Fügen Sie den ersten Tag hinzu!

Schreiben Sie den ersten Kommentar!