The science section measures the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences. The section presents several authentic scientific scenarios, each followed by a number of multiple-choice questions.
The content includes biology, chemistry, Earth/space sciences (e.g., geology, astronomy, and meteorology), and physics. Advanced knowledge in these areas is not required, but background knowledge acquired in general, introductory science courses may be needed to correctly answer some of the questions.
Material Science Multiple Choice Questions And Answers Pdf Download
DOWNLOAD 🔥 https://urllio.com/2y6J3e 🔥
On the TEAS 6, multiple-choice questions were the only type of questions you were given. This has changed on the TEAS 7. The TEAS 7 features four new question types in addition to multiple-choice:
When you ask yourself these questions, it will help expose the areas that you struggle with the most so that you know which areas need more attention during your study time. It may also be helpful for you to pinpoint exactly why you struggled with specific questions. Did you find the material hard to comprehend? Were you unfamiliar with some of the words and their meanings? Should you spend more time practicing a specific type of TEAS question to familiarize yourself and build speed? Really try using these questions to uncover any limitations as you continue to work through the material.
The purpose of this study was to determine (a) if two-stage testing improves performance on both multiple-choice and long-answer questions, (b) if two-stage testing improves short- and long-term knowledge retention, and (c) whether there are differences in knowledge retention based on question type.
In addition to performance, retention of course content following examinations is another commonly researched effect of two-stage testing, although the findings in this area are equivocal. In the short term, Gilley and Clarkston (2014) found collaborative testing improved retention after three days. Similarly, Bloom (2009) observed improved content retention with two-stage testing in the long-term after a period of 3 weeks, whereas Cortright et al. (2003) noted improvement after 4 weeks. However, Leight et al. (2012) found no improvement in retention with collaborative testing after 3 weeks. There are notable differences in methodology between collaborative testing retention studies, such as the type of question used to measure retention and the time lapse between collaborative testing and retention measurement, which should be considered when evaluating outcomes. Clearly, there is some conflict with respect to retention effectiveness, at least in the long term. To our knowledge, no study has examined long-term retention beyond 4 weeks; therefore, the objectives of this study were (a) to examine the effects of collaborative testing on long-answer performance compared with multiple choice, (b) to determine whether collaborative testing improves both short-term and long-term (6 weeks) retention of material, and (c) whether there are differences in retention based on question type. The present study was devised with a similar experimental design to previous work done by our research group; details are found in Gilley and Clarkson (2014).
Paired samples t-tests were used to assess performance, with analysis of grades on the individual and collaborative stage tests using comparisons based on overall performance and separated by question type. Performance data was analyzed as both a percent of total (test grade as a percentage) and the percent change from the individual to the collaborative stage. Grades were calculated based on the same 15 multiple-choice and three long-answer questions of the individual stage that were also completed on the respective collaborative stage.
This study aimed to build on previous research to determine the effects of two-stage testing on long-answer in comparison to multiple-choice questions. Furthermore, this study examined whether two-stage testing improves short-term and long-term retention of material and whether there was a difference in retention between multiple-choice and long-answer questions. The main findings of this study are: (a) two-stage testing significantly improved performance on both multiple-choice and long-answer questions, with no differences in the magnitude of improvement between question type; (b) two-stage testing prevented a short-term drop in retention with multiple-choice questions; and (c) two-stage testing prevented a long-term drop in retention with multiple-choice questions, although we believe that the long-term results may have been influenced by other variables such as an in-class midterm review. It is worth noting that we chose to observe the collaborative stage under a self-selected group condition to allow students to feel more comfortable within their groups. These informal groups worked together for only a brief period during only one encounter. To our knowledge, there is no literature arguing that self-selected grouping confounds a study where interactions happen during one instance only (Brame & Biel, 2015).
It has repeatedly been noted in previous literature that collaborative testing can significantly improve student performance on multiple-choice questions, and the results of this study are consistent with those findings (Bloom, 2009; Cortright et al., 2003; Gilley & Clarkston, 2014; Meseke et al., 2010). A degree of improvement of 17.3% was seen in multiple-choice questions as a result of collaborative testing, which is consistent with previous studies that noted improvements between 10% (Leight et al., 2012) and 18% (Cortright et al., 2003) on tests that used multiple-choice questions.
We also investigated the effect of two-stage testing on long-answer question performance, and to our knowledge, demonstrated for the first time that collaborative testing also significantly improves performance on this question type. The improvement in long-answer question performance with collaborative testing was comparable to the improvement in multiple-choice questions. This is an important finding, because as previously noted, long-answer questions may be more conducive to the assessment of higher order thinking skills in comparison to multiple-choice questions (Crowe et al., 2008). Therefore, the results from this study show that instructors can effectively incorporate question types other than multiple-choice into collaborative testing, allowing them to experience the benefits of collaborative testing while assessing a wider range of thinking skills.
Although previous studies have examined the effect of collaborative testing on retention, the time frame used varies between studies. Although Gilley and Clarkston (2014) assessed retention over a very short period of only 3 days, Bloom (2009), Cortright et al. (2003), and Leight et al. (2012) examined retention after 3 to 4 weeks. In the present study, we defined short-term retention as 1 week following two-stage testing, and long-term retention as 6 weeks following two-stage testing. In the short term, there was a negative grade change in questions answered individually from the original midterm to the short-term retention test administered at 1 week, although the change for long-answer questions was nonsignificant. This is indicative of decay in knowledge in the week following the original midterm exam. This short-term decay in knowledge was prevented for both multiple-choice and long-answer questions answered collaboratively, with multiple-choice questions showing equivalent performance to the original midterm and long-answer questions showing a nonsignificant improvement. Therefore, it can be concluded that collaborative testing as used in the present study improved retention of knowledge in the short term for both multiple-choice and long-answer questions.
Although we also observed similar benefits to knowledge retention for both question types in the long term, the influence of collaborative testing on long-term retention is less clear, as improvements were also seen for questions answered only individually. The use of two-stage testing prevented both a short- and long-term decay of knowledge across time as demonstrated by the findings in the collaborative condition, but we also observed an unexpected increase in knowledge for questions answered only individually from 1 week to 6 weeks that could not be attributed to two-stage testing. Although it is uncertain why the long-term improvement in questions answered individually was observed, the most probable hypothesis is that knowledge was increased following an instructor-led midterm review that occurred immediately after completion of the short-term retention test. In each class, the instructor handed back the individual exams and gave students several minutes to review these on their own. Then the instructor facilitated a comprehensive review of the entire exam, going through each question and making sure students were aware of the correct answers. For questions that were answered correctly by a large majority of the class, this may have been a quick answer check, but for questions with poorer performance or clear evidence of misconceptions, more discussion and clarification took place, with both students and instructor often providing feedback. In fact, this large class review of the entire two-stage exam may have mirrored the collaborative experience of the two-stage exam, as during this session the instructor and class discussed answers and common misconceptions, and collaboratively came up with the correct answers. Alternatively, students may have gotten better at test taking, or perhaps the concepts tested on the retention test were reinforced throughout the last 6 weeks of class. Interestingly, however, no additional knowledge gains were seen in the collaborative group, which suggests that the most likely explanation for this finding is the comparability between the collaborative nature of the midterm review relative to the collaborative stage of the two-stage exam. However, experimental validation of this theory would be difficult to prove in educational research, as it is unethical to give differential treatment to two groups that could potentially have a strong likelihood of influencing summative course performance. Therefore, it remains unclear whether long-term retention is increased with collaborative testing independently of a comprehensive exam review. These findings are still relevant as they suggest that if instructors do not have the time or means to conduct a two-stage exam, reviewing an assessment in class could be just as beneficial to long-term retention of material. 9af72c28ce
download template blog travel gratis