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“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 on the JITT reviews showed that over 85% of the students thought the JITT exercises were helpful for engagement and a good use of class time.” (p.1)
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“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 to class...Assessment results have been positive, including decreased attrition rates, increases in student attitudes, interactivity, study habits, and cognitive gains in classrooms using JiTT.” (p.49)
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“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 perhaps more effective in actively engaging the student. The student is responsible for reviewing previous material as well as reading ahead to prepare for the next lecture.” (p.988)
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“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 learning.” (p.444)
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“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 designed activities, it was manifested by investing time to extend knowledge and promoting participation by reducing the affective filter.” (p.89)
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“Pass-fail grading also reduces competition and supports collaboration, and fosters intrinsic motivation which is key to self-regulated, lifelong ...learning.” (p.469)
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“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, the graded students outperformed the pass-fail students on these measures in the final tests in all three studies.” (p.138)
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“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 receiving an A grade motivate students who choose the A-F grading scale.” (p.1993)
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“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)
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“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 test of intellectual ability.” (p.59) “Although a reduction in performance was evident, students continued to demonstrate excellent achievement of the course learning objectives with the change to pass-fail assessment.” (p.57)