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Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

Posted on 6 January 2021

“Student performance covering a specific course topic subsequently reinforced by a JITT exercise was found to be measurably higher (>9%) than a control group who did not receive the JITT review...The improvements after using JITT exercises included a higher median and 3rd quartile scores, so JITT may be beneficial to mid-performing students. Overall, student feedback […]

Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet

Posted on 6 January 2021

“A key characteristic of JiTT is the creation of a feedback loop between the classroom and the Web using Internet “Warm Up” assignments that are due prior to class time. By examining student responses to Warm Up exercises before class, faculty members can determine the level of understanding, prior knowledge, and misconceptions that students bring […]

Student-Centered Learning: A Comparison of Two Different Methods of Instruction

Posted on 6 January 2021

“The results also reveal that the JiTT approach has a greater impact on improving student performance than the use of Concept Checks or lecture-only courses.” (p.985) “While both JiTT and Concept Checks are valuable methods for shifting the burden of responsibility onto the student for participating in his or her own education, Justin-Time Teaching is […]

Using Just-in-Time Teaching Techniques in the Principles of Economics Course

Posted on 6 January 2021

“The benefits of the JiTT approach can be summarized as follows: (a) Students more likely to be prepared for class, (b) the use of student responses in class creates a positive feedback loop that promotes further learning, (c) JiTT exercises make instructors more aware of student thinking processes, and (d) JiTT pedagogy increases students’ cognitive […]

Just in Time Teaching: A Strategy to Encourage Students’ Engagement

Posted on 6 January 2021

“In this study, learners invested time in extending information because they found a possibility, through this type of strategy, to get more information that was connected to their field of knowledge.” (p.99) “Results of this study indicate that students perceived the strategy of Just in time teaching as a means to engage them in the […]

Pass–fail grading: laying the foundation for self-regulated learning

Posted on 6 January 2021

“Pass-fail grading also reduces competition and supports collaboration, and fosters intrinsic motivation which is key to self-regulated, lifelong learning.” (p.469) White, C. B., & Fantone, J. C. (2009). Pass–fail grading: laying the foundation for self-regulated learning. Advances in Health Sciences Education, 15(4), 469–477. doi:10.1007/s10459-009-9211-1

Metacognitive monitoring in university classes: anticipating a graded vs. a pass-fail test affects monitoring accuracy

Posted on 6 January 2021

“In line with this scenario, students expecting a graded test increased their confidence and absolute accuracy of confidence judgments to a greater extent from mid-term to final test than students expecting a pass-fail test (Study 1 and 2). Moreover, the graded group decreased the bias of their confidence judgments more than the pass-fail group. Consequently, […]

When students are allowed to choose: grading scale choices for degree projects

Posted on 6 January 2021

“The grade point average score among students choosing the Pass/Fail scale is somewhat higher compared to students who choose the A-F grading scale. Reduced stress associated with writing the degree project motivates those who choose the Pass/Fail grading scale. Enhanced motivation to do a good job on the thesis work and perceived good chances of […]

Do Low Grades Cause College Students to Give Up?

Posted on 6 January 2021

“Students on the pass-fail system did not show any significant effects from first exam grades, but overall they received significantly lower grades than those on the traditional grading system.” (p.71) Thayer, R. E. (1973). Do Low Grades Cause College Students to Give Up? The Journal of Experimental Education, 41(3), 71–73. doi: 10.1080/00220973.1973.11011413

Does changing grade-based marking to pass-fail marking change student achievement in a postgraduate psychology course?

Posted on 6 January 2021

“Results indicated that student performance in a postgraduate psychology course was graded at a lower level under pass-fail marking, compared with a grade-based marking system. Students’ course marks were lower overall and were also significantly lower, based on the pass-fail scheme for one particular assignment that focused on students’ administration, scoring and reporting of a […]