Project Investigator(s): Kerry Wilbur, Associate Professor, Faculty of Pharmaceutical Sciences
Project Description
Self-diagnosis activities can be an effective method to encourage students to learn from their mistakes on quizzes & exams. I have been using this type of activity in courses of up to 75 students for approximately eight years, but would like to better understand their impact. To what degree does the learning from these activities correlate with the quality of their self-diagnoses? Students complete these activities due to grades-based incentives, but do they perceive these activities as having inherent learning value?
Research Questions
What is the student perception of these activities? What are their perceptions on the grades-based incentives vs the value of the learning activity? What incentives would the students that are not completing these assignments need in order to start completing them? These questions can be addressed through surveys and focus groups. To what degree does the learning from these activities correlate with the quality of their self-diagnoses? To what degree does the learning from these activities correlate with their perceptions of these activities?
Impact on teaching and learning at UBC
This would contribute to the knowledge on the effectiveness and student perceptions of self-diagnosis activities related to quizzes and exams. Additionally, it would contribute to the broader understanding of exam wrappers, a broader category of post-exam activities in which self-diagnosis activities fall.