Risk-free Assessment using Response Card Review for University Students
Article Sidebar
Main Article Content
Abstract
The response card review game is a non-threatening, collaborative, and attention-grabbing review game that encourages the participation of all students. Moreover, this review serves as a monitoring tool that allows instructors to gauge which contents students have mastered and which require re-teaching. Through repeated and fast-paced review games, students can achieve long-term retention of the key course concepts. Most of all, the game provides a fun, rewarding, active, and engaging learning experience and creates a positive learning environment.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors retain copyright and grant the Journal of the Scholarship of Teaching and Learning (JoSoTL) right of first publication with the work simultaneously licensed under a Creative Commons Attribution License, (CC-BY) 4.0 International, allowing others to share the work with proper acknowledgement and citation of the work's authorship and initial publication in the Journal of the Scholarship of Teaching and Learning.
- Authors are able to enter separate, additional contractual agreements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
- In pursuit of manuscripts of the highest quality, multiple opportunities for mentoring, and greater reach and citation of JoSoTL publications, JoSoTL encourages authors to share their drafts to seek feedback from relevant communities unless the manuscript is already under review or in the publication queue after being accepted. In other words, to be eligible for publication in JoSoTL, manuscripts should not be shared publicly (e.g., online), while under review (after being initially submitted, or after being revised and resubmitted for reconsideration), or upon notice of acceptance and before publication. Once published, authors are strongly encouraged to share the published version widely, with an acknowledgement of its initial publication in the Journal of the Scholarship of Teaching and Learning.
References
Clayton, M. C., & Woodard, C. (2007). The effect of response cards on participation and weekly quiz scores of university students enrolled in introductory psychology courses. Journal of Behavioral Education, 16(3), 250–258. https://doi.org/10.1007/s10864-007-9038-x
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Marmolejo, E. K., Wilder, D. A., & Bradley, L. (2004). A preliminary analysis of the effects of response cards on student performance and participation in an upper division university course. Journal of Applied Behavior Analysis, 37(3), 405–410.
Müllerke, N., Duchaine, E. L., Grünke, M., & Karnes, J. (2019). The effects of a response card intervention on the active participation in math lessons of five seventh graders with learning disabilities. Insights into Learning Disabilities, 16(2), 107–120.
Ruiz-Olivares, R., & Mesa, M. (2023). The effect of review questions and response cards on increases in active, accurate responses by Spanish university students. Psychology Learning and Teaching, 22(2), 179–194. https://doi.org/10.1177/14757257231170621