Affiliation:
1. Schmid College of Science and Technology, Chapman University, Orange, CA 92866
Abstract
Quizzes and exams are widespread in undergraduate biology courses, yet there has been no work examining how the framing of assessment questions impacts student-performance and affect. We examine how using authentic scientist names, the self-referential “you”, or classmate names in scenario-based questions may impact student-affect and performance.
Publisher
American Society for Cell Biology (ASCB)
Subject
General Biochemistry, Genetics and Molecular Biology,Education