Assessing and Promoting Student Learning: Blurring the Line between Teaching and Testing

By P. Connor-Greene. 2000

136 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/f64d0021895890a28536460f5555d22a96c7220d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Mary Hoeft
2. Lisa Adams
3. K. Anthis

Citations in the corpus

• Scaffolding (2012, background): “Frequent assessments can also help students discipline themselves to read regularly, rather than immediately prior to an exam, because they reduce procrastination and massed practice studying for exams; this is especially true for exams that are typically scheduled after a period of time has occurre”
• Why University Students Don't Read: What Professors Can Do to Increase Compliance. (2012, methodology): “Connor-Greene (2000) found that 72% of her students reported that they “rarely or never read assignments on schedule” (p. 85).”
• Two Studies of Reading Compliance among College Students (2002, background): “Although surprise quizzes serve well to assess preparation, students often resent them or see them as punitive (Connor-Greene, 2000).”