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Demonstrates improved exam scores through student-generated assessments in introductory physics, suggesting better learning outcomes.
We describe the implementation and evaluation of an online tool to support student generation of multiple choice assessment questions within two consecutive semesters of introductory physics at the University of Edinburgh. We substituted a weekly homework for an assessment activity in which each student was required to participate in using the system. Engagement with the system was high, with contributions generally going beyond the minimum requirements. The quality of submissions was on average high, with the very best questions being remarkably detailed problems rather than exercises. We explore correlations between use of the online system and end of course examination score. We find that students with higher levels of activity in the system scored significantly higher marks on the exam; this effect was seen for students of lower ability as well as for the highest performing students.
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Bates et al. (2012) studied this question.
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