Exam Wrappers in Psychology

Edlund, John E.

doi:10.1177/0098628320901385

Cited by 15 publications

(27 citation statements)

References 20 publications

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“…Soicher and Gurung (2017) utilized an exam wrapper within a single course and found no significant impacts on students’ exam performance or metacognitive abilities. Edlund (2020) found improvements in students’ exam scores within psychology courses after participating in an exam wrapper exercise, which is consistent with findings from the current study. More research is needed to better understand under what conditions exam wrappers may or may not be effective.…”

Section: Discussionsupporting

confidence: 90%

Improving university student course performance using reflective exam analysis: An approach to developing academic proficiency.

Grewe¹,

Kohler²,

Colver³

et al. 2021

Scholarship of Teaching and Learning in Psychology

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Introductory psychology is a course that covers an extensive amount of content and often has a larger enrollment at universities that include it in their general education requirements, which can cause it to be a challenging course for many students (Homa, Teaching of Psychology, 2013, 40, p. 169). Research indicates that students need to engage in effective test-taking strategies and assess their deficiencies to be successful on exams (Fleming, Teaching of Psychology, 2002, 29, p. 115). One potential solution for overcoming these challenges, examined in the proposed article, is for instructors of introductory psychology to collaborate with cocurricular resources such as academic support services to provide individualized exam wrapper activities. The current study explores an example of this type of pedagogy, a technique referred to as Reflective Exam Analysis (REA). Participants in the archival data set included 895 university students who had taken introductory psychology over the last 3 years. The data compared students that participated in the REA intervention to those that did not. Four chi-squared tests of independence were conducted to compare proportions of student gains/losses from each exam to the next exam from within the introductory psychology course-comparing students who participated in the REA intervention to those that did not. Three of the tests demonstrated statistically significant differences. Results indicate students who took part in the REA intervention had significantly greater gains on exam scores than nonparticipants. These findings are discussed in terms of how this model could be utilized across large enrollment courses including other sections of introductory psychology or other discipline areas at various institutions to support student success.

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Section: Discussionsupporting

confidence: 90%

Improving university student course performance using reflective exam analysis: An approach to developing academic proficiency.

Grewe¹,

Kohler²,

Colver³

et al. 2021

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

show abstract

“…, 2019 ; Langdon et al. , 2019 ; Edlund, 2020 ). Instructors may also choose to use “enhanced answer keys” with reflective metacognitive questions embedded to deliberately prompt student metacognition ( Sabel et al.…”

Section: Promoting Effective Academic Skillsmentioning

confidence: 99%

“…For instance, instructors can implement exam wrappers, a questionnaire usually provided to students after an exam that asks them to reflect on their studying, preparation, and performance on the exam (Pate et al, 2019). The use of exam wrappers may lead to increased knowledge of cognition and higher performance (Gezer-Templeton et al, 2017;LaCaille et al, 2019;Langdon et al, 2019;Edlund, 2020). Instructors may also choose to use "enhanced answer keys" with reflective metacognitive questions embedded to deliberately prompt student metacognition (Sabel et al, 2017).…”

Section: Use Metacognitionmentioning

confidence: 99%

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Hsu

Goldsmith

2021

LSE

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“…For instance, instructors can implement examwrappers, a questionnaire usually provided to students after an exam that asks them to reflect on their studying, preparation, and performance on the exam (Pate, Lafitte, Ramachandran, & Caldwell, 2019). The use of exam-wrappers may lead to increased knowledge of cognition and higher performance (Edlund, 2020;Gezer-Templeton, Mayhew, Korte, & Schmidt, 2017;LaCaille, LaCaille, & Maslowski, 2019;Langdon et al, 2019). Similarly, instructors can implement such metacognitive questions into homework or problem sets, or ask students questions that promote metacognition during individual or class meetings.…”

Section: Use Metacognitionmentioning

confidence: 99%

Instructor strategies to alleviate student stress and anxiety in colleges and universities

Hsu¹,

Goldsmith²

2020

Preprint

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While student stress and anxiety are frequently cited as having negative effects on students’ academic performance, the role that instructors can play in mitigating these issues is often underappreciated. We provide summaries of different evidence-based strategies that instructors can employ to address and ameliorate student stress and anxiety that range from changes in instructional strategies to specific classroom interventions. We begin by highlighting ways in which instructors can learn about and prepare to act on issues of stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches can collectively reduce student stress and anxiety, as well as improve student performance. We conclude by discussing the roles that instructors can play in empowering students with skills that improve their time management, studying, and approach towards learning, with an eye towards ensuring their success across all their academic endeavors.

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Exam Wrappers in Psychology

Cited by 15 publications

References 20 publications

Improving university student course performance using reflective exam analysis: An approach to developing academic proficiency.

Improving university student course performance using reflective exam analysis: An approach to developing academic proficiency.

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Instructor strategies to alleviate student stress and anxiety in colleges and universities

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