Impact of Instructor Generated Guided Reading Questions for University Textbooks on Learning. Issue 3 (3rd July 2022)

• Record Type: Journal Article
• Authors: Martin, Eric; Kim, Steven
• Is Part Of: Journal of college reading and learning. Volume 52:Issue 3(2022)
• Page Start: 151
• Page End: 169
• Publication Date: 2022-07-03
• Subjects: Academic performance -- college -- continuous assessment -- higher education -- pedagogy; Reading (Higher education) -- Periodicals; Reading -- Periodicals; Reading; Reading (Higher education); Electronic journals; Periodicals; 428.406
• DOI: 10.1080/10790195.2022.2062489
• Languages: English
• ISSNs: 1079-0195

Abstract

ABSTRACT: Guided reading questions (GRQs) are a formative assessment activity to facilitate student learning. We conducted four experiments to test if GRQs improved student performance on evaluative assessments. Experiment 1 compared test scores between classes that received GRQs or not. Experiment 2 modeled the impact of multiple formative assessments, including GRQs, on evaluative assessments. Experiment 3 examined how optional GRQs impacted quiz scores. Experiment 4 compared test performance between mandatory or optional GRQs. The overall results found weak evidence for the benefits of GRQs, but significant associations between GRQ and evaluative assessment scores. GRQ scores may better indicate a student's academic habits than provide a unique intervention. Graded GRQs may provide external motivation for textbook reading and access to weekly continuous assessment activity provides benefits for most students.