What Do Introductory Sociology Students Know and When Do They Know It? The Results of Pretesting Students

Datos Bibliográficos

ID11064310
AutoresRobert F Szafran (autor de correspondencia)
Año1986
Volumen14
Número4
Páginas217
Fecha de publicación1986-10-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publications (PUBLISHER • US)
DOI10.2307/1318378
OpenAlexW2061491605
IdiomaEN
Citas recibidas7
Referencias citadas5

Ways in which both instructors and students can benefit from the administration of a pretest in introductory sociology courses are described. Among other benefits, instructors are able to assess the amount of learning that occurs during the course and students are able to get a practical illustration of course content and testing format. Research results from three introductory sociology classes which used pretests at two different types of schools are presented. Students with higher g.p.a.'s, students with more years of college completed, and students from higher social class backgrounds score better on pretests. High school sociology coursework and prior college coursework in the social sciences do not improve pretest scores. Pretest scores, as well as college g.p.a., predict overall grades for the course. Students who learn more in a course, judging firom their improvement on their pretest grade, do not report significantly greater satisfaction with the course

Mathematics education · Need to know · Pedagogy · Sociology · Computer Science · Innovative Teaching Methodologies in Social Sciences · Psychology