Papers - Teaching Learning Assessment

Papers

The papers listed below are included for their interest value and relevance to various areas of teaching, learning, and assessment. This is not, however, intended to be an inclusive list of all such work in the area (which would be beyond the scope of this site).

Admissions and applications

Ayalon, H. (2007). College application behavior: who is strategic? Does it help? Higher Education, 54 (6), 885-905.

Simonsohn, U. (2006). Clouds make nerds look good: field evidence of the impact of incidental factors on decision making. Journal of Behavioral Decision Making, 20 (2), 143-152.

Simonsohn, U. (forthcoming). Weather to go to college. Economic Journal.

E-learning and Blended Learning

Greyling, F., Kara, M., Makka, A., & van Niekerk, S. (2008). IT worked for us: Online strategies to facilitate learning in large (undergraduate) classes. Electronic Journal of e-Learning, 6 (3), 179-188). Full text.

Koskela, M., Kiltti, P., Vilpola, I., & Tervonen, J. (2005). Suitability of a virtual learning environment for higher education. The Electronic Journal of e-Learning, 3 (1), 21-30. Full text.

Reynard, R. (2009, February). 3 challenges to wiki use in instruction. Campus Technology. Full text.

Sharpe, R. Why blend? Rationales for blended e-learning in undergraduate education. Paper prepared for the HE Academy. Full text.

Tonkin, E. (2005). Making the case for a Wiki. Ariadne, 42. Full text.

Economics

Frank, R.H. (2002). The economic naturalist: Teaching introductory students how to speak economics. The American Economic Review, 92 (2), 459-462.

Hansen, W.L., Salemi, M.K., & Siegfried, J.J. (2002). Use it or lose it: Teaching literacy in the economics principles course. American Economic Review, 92 (2), 463-472. Full text.

Evolution and Learning

Geary, D.C. (2008). An evolutionarily informed education science. Educational Psychologist, 43 (4), 179-195.

Geary, D.C. (2008). Whither evolutionary educational psychology. Educational Psychologist, 43 (4), 179-195.

Individual differences

Kirby, K.N., Winston, G.C., & Santiesteban, M. (2005). Impatience and grades: Delay-discount rates correlate negatively with college GPA. Learning and Individual Differences, 15 (3), 213-222.

Learning and memory

Bjork, R.A., & Linn, M.C. (2006, March). The science of learning and the learning of science: Introducing desirable difficulties. APS Observer, 19 (3). Full text.

Forgetting

Bacon, D.R. (2006). How fast do students forget what they learn in consumer behavior? A longitudinal study. Journal of Marketing Education, 28 (3), 181-192.

D'Eon, M.F. (2006). Knowledge loss of medical students on first year basic science courses at the University of Saskatchewan. BMC Medical Education, 6 (5). Full text.

Conway, M.A., Cohen, G., & Stanhope, N. (1991). On the very long-term retention of knowledge acquired through formal education: Twelve years of cognitive psychology. Journal of Experimental Psychology: General, 120 (4), 395-409.

Conway, M.A., Cohen, G., & Stanhope, N. (1992). Why is it that university grades do not predict very long-term retention? Journal of Experimental Psychology: General, 121 (3), 383-384.

Strategies for learning

Farrand, P., Hussain, F., & Hennessy, E. (2002). The efficacy of the 'mind map' study technique. Medical Education, 36 (5), 426-431.

Gonzalez, H.L., Palencia, A.P., Umana, L.A., Galindo, L., & Villafrade M, L.A.V. (2008). Mediated learning experience and concept maps: a pedagogical tool for achieving meaningful learning in medical physiology students. Advances in Physiology Education, 32, 312-316. Full text.

Marangos, J., & Alley, S. (2007). Effectiveness of concept maps in economics: Evidence from Australia and USA. Learning and Individual Differences, 17, 193-199.

Self-knowledge & self-prediction

Conway, M., & Ross, M. (1984). Getting what you want by revising what you had. Journal of Personality and Social Psychology, 47 (4), 738-748.

Koriat, A., & Bjork, R.A. (2005). Illusions of competence in monitoring one's knowledge during study. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31 (2), 187-194.

The testing effect

Butler, A.C., & Roediger III, H.L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36 (3), 604-616.

Jaffe, E. (2008, November). Will that be on the test? APS Observer, 21 (10), 18-21.

Szpunar, K.K., McDermott, K.B., & Roediger III, H.L. (2008). Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34 (6), 1392-1399.

Lecturing

deWinstanley, P.A., & Bjork, R.A. (2002). Successful lecturing: Presenting information in ways that engage effective processing. In D.F. Halpern & M.D. Hakel (Eds.), Applying the science of learning to university teaching and beyond (pp. 19-31). San Francisco, CA: Jossey-Bass. Full text.

Marking: reliability and validity

Bar-Hillel, M., Budescu, D., & Attali, Y. (2005). Scoring and keying multiple choice tests: A case study in irrationality. Mind & Society, 4, 3-12. Full text.

Bereby-Meyer, Y., Meyer, J., & Flascher, O.M. (2002). Prospect theory analysis of guessing in multiple choice tests. Journal of Behavioral Decision Making, 15 (4), 313-327.

Elander, J., & Hardman, D. (2002). An application of judgment analysis to examination marking in psychology. British Journal of Psychology, 93, 303-328. Full text.

Multimedia

Mayer, R.E. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist, 63 (8), 760-769.

Mayer, R.E., Griffith, E., Jurkowitz, I.T., & Rothman, D. (2008). Increased interestingness of extraneous details in a multimedia science presentation leads to decreased learning. Journal of Experimental Psychology: Applied, 14 (4), 329-39.

The Pew Internet and American Life Project (2009). The mobile difference.

Online information, accuracy of

Wikipedia survives research test - BBC report on Nature article