Steven R. Wininger

Using Your Tests to Teach: Formative Summative Assessment

Two studies supported the efficacy of a structured method for providing students with feedback on exams and means of using the teaching potential of exams, collectively referred to as formative summative assessment (FSA). In the first study, students responded positively to the method. In the second study, students enrolled in 2 sections of educational psychology taught by the same instructor received either the FSA method or their exams to look over in class. Students retook the exam 1 week later. The FSA method resulted in an improvement of comprehension of 10%, significantly more than the control group, whose scores improved by only 2%. I also present other benefits of this method and suggestions for variations of the method as well as future research ideas.

Self-Determination Theory and Exercise Behavior: An Examination of the Psychometric Properties of the Exercise Motivation Scale

The purpose of these studies was to examine the psychometric properties of the Exercise Motivation Scale (EMS). One hundred forty-three undergraduates were surveyed in Study 1. Internal consistency reliability estimates ranged from .75 to .90 for the eight subscales. Discriminant validity was established via non-significant correlations with social desirability bias. The factor structure was confirmed by examining the intercorrelations of the EMS subscales which revealed a tenable simplex pattern. Differences on EMS subscales for participants at different Stages of Change supported group differentiation validity. Study 2 employed 58 undergraduates. Criterion validity was established by relationships between EMS subscales and distance walked during a self-selected intensity bout of exercise. A strong correlation between Exercise Identity Scale scores and integrated subscale scores supported the convergent validity of the integrated subscale. Overall the EMS yielded reliable scores and provided a valid means of making inferences about exercise behavior. Last, new findings about the relationship between the Self-Determination Theory and the Stages of Change Model are described which have significant applied implications.

Teacher Candidates' Exposure to Formative Assessment in Educational Psychology Textbooks: A Content Analysis

The purpose of this article is to define formative assessment, outline what is known about the prevalence of formative assessment implementation in the classroom, establish the importance of formative assessment with regards to student motivation and achievement, and present the results of a content analysis of current educational psychology textbooks. Several key definitions of formative assessment are examined, and various means of conducting formative assessment are outlined. Numerous studies that have examined the effects of formative assessment on motivation and achievement are summarized. The theoretical link between formative assessment and several important motivational constructs is established, and suggestions for future research are delineated.

Sports Participation among Academically Gifted Adolescents: Relationship to the Multidimensional Self-Concept

This study compares academically gifted students who engage in sports to academically gifted students who do not engage in sports on measures of the multidimensional self-concept. Participants include 264 gifted adolescents who had completed the 6th through 10th grade during the previous academic year. Sports participation was measured by asking participants whether or not they participated in organized sports. Multiple facets of self-concept were measured using the Self Description Questionnaire II (Marsh, 1990). Results indicate gifted adolescents who engage in sports have higher physical abilities self-concepts than those who do not engage in sports. No grade level or gender interactions were found. Conclusions and implications are discussed.

Improvement of affect following exercise : Methodological artifact or real finding?

Abstract The purpose of this study was to examine the “sense of relief” effect as a potential explanation for improvement of affect following exercise. The current study included male and female participants, four exercise/expectancy conditions, and assessed six dimensions of affective space. Participants were 134 undergraduates. Heart rate and affect were assessed four times: upon entering the lab, after disclosure of assigned experimental condition, immediately after exercise, and 15-min post exercise. An examination of differences between initial measures and measures taken after disclosure of condition revealed significant changes in feelings of anxiety, calmness, and tiredness, as well as heart rate. No gender differences were observed. The results support the existence of a “sense of relief” effect, but the effect is more pronounced for physiological arousal as opposed to affect.

An Examination of the Dumb Jock Stereotype in Collegiate Student-Athletes: A Comparison of Student versus Student-Athlete Perceptions

Abstract A common stereotype is that athletes are not as capable academically; they are “dumb jocks.” In this study, two surveys were used to examine other students’ perceptions of collegiate student-athletes’ academic abilities, their perception of how they are treated by their professors and other students, as well as how they view the academic abilities of their athletic peers. The student body survey was designed to determine if students perceive student-athletes as being less academically inclined because they are athletes. Survey participants included 493 college students. Results indicated that students report having lower academic expectations of student-athletes and perceived their professors to have lower academic expectations for athletes. The student-athlete survey addressed their perceptions of prejudice of their instructors and non-athlete peers as well as their views about other student-athletes’ academic achievement. Participants included 180 student-athletes. Student-athletes perceived professors and other students as being more willing to provide academic help to them because they are athletes. While student-athletes perceived professors as having higher academic expectations of athletes, they felt other students have lower academic expectations of athletes. Student-athletes assigned the highest levels of academic achievement to themselves, lower levels to teammates, and even lower levels to university athletes as a whole.

Development of a Student Interest in Mathematics Scale for Gifted and Talented Programming Identification

The study’s purpose was to develop and validate a scale for assessing interest in mathematics among elementary students as part of an identification protocol for gifted and talented programming. Lohman recommends assessment of interest as a critical element within the ideal approach to identification. Hidi and Renninger’s Four-Phase Interest Development Model was identified as the theoretical model most closely aligned to identified interest factors. Their model along with current research literature informed and guided the creation of the measure. Items were created to assess emotion, value, perceived knowledge, and behavioral engagement in and outside of school. Three waves of data were collected utilizing second through sixth graders. The first exploratory factor analysis (EFA) resulted in the deletion of one factor. The second EFA reaffirmed the four-factor structure; in addition, the number of items was reduced. The confirmatory factor analysis resulted in a good model fit, supporting factor validity.