期刊名称：International Journal of Teaching and Learning in Higher Education
电子版ISSN：1812-9129
出版年度：2009
卷号：21
期号：2
页码：181-186
出版社：International Society for Exploring Teaching and Learning
摘要：This study compares the effectiveness of two different assessment techniques; readiness assessment tests (RATs) and frequent quizzing. We report student perceptions of the impact of these techniques on the number of readings done prior to the class period, thorough reading of assignments, ability to follow class discussions, ability to participate in class, ability to prepare for exams and exam scores. We also examined student's overall preferences for assessment technique as well as how preferences varied by learning styles. Readiness assessment tests were generally better than frequent quizzes at encouraging students to do the readings prior to class, follow class discussions, and participate in class. A majority of students preferred readiness assessment tests to frequent quizzes. However, whereas global and/or intuitive learners preferred the readiness assessment tests, sequential and/or sensing learners preferred the quizzes
