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Harald Wieser – Research Evaluation, 2025
The transformative turn in research and innovation (R&I) policy calls for new approaches to monitoring and evaluation, yet most evaluands are still rooted in previous policy paradigms. For evaluators tasked with conducting ex-post evaluations, this situation creates multiple challenges that have received little attention to date. In this…
Descriptors: Innovation, Research, Research and Development, Evaluation
Steven Hall; Erin Leeder – Research Synthesis Methods, 2024
In response to the evolving needs of knowledge synthesis, this manuscript introduces the concept of narrative reanalysis, a method that refines data from initial reviews, such as systematic and reviews, to focus on specific sub-phenomena. Unlike traditional narrative reviews, which lack the methodological rigor of systematic reviews and are…
Descriptors: Research Methodology, Research and Development, Review (Reexamination), Innovation
Ruiqi Deng; Siqi Feng; Suqin Shen – Education and Information Technologies, 2024
Although video-based flipped learning is a widely accepted pedagogical strategy, few attempts have been made to explore the design and integration of pre-class instructional videos into in-class activities to improve the effectiveness of flipped classrooms. This study investigated whether question-embedded pre-class videos, together with the…
Descriptors: Video Technology, Flipped Classroom, Questioning Techniques, College Students
Olitsky, Stacy – Science Education, 2022
In this essay, I explore some of the insights provided in a set of three manuscripts that focus on centering equity in peer review, authored by Bancroft, Ryoo and Miles, Nkrumah and Mutegi, and Marshall and Salter. I consider various aspects of their arguments, highlighting implications for the procedures and norms of journals and funding…
Descriptors: Peer Evaluation, Social Justice, Science Education, Merit Rating
Hongmei Zhang; Chad Marchong; Yanju Li – Journal of College Science Teaching, 2024
Traditional exam reviews are passive and face many challenges to prepare students for exams. In this study, we proposed the Tab-Meta Key model, which emphasizes five major factors (time, accountability, big picture, key concepts, and metacognition) and is supported by prior literature. We also designed an exam review based on this model. This exam…
Descriptors: Tests, Review (Reexamination), Study Skills, Time
Tejendra Pherali; Sara Bragg; Catherine Borra; Phil Jones – Research Ethics, 2025
The COVID-19 pandemic posed many ethical and practical challenges for academic research. Some of these have been documented, particularly in relation to health research, but less attention has been paid to the dilemmas encountered by educational and social science research. Given that pandemics are predicted to be more frequent, it is vital to…
Descriptors: COVID-19, Pandemics, Barriers, Ethics
Speckemeier, Christian; Niemann, Anja; Wasem, Jürgen; Buchberger, Barbara; Neusser, Silke – Research Synthesis Methods, 2022
The aim of the present work was to identify published methodological guidance for rapid reviews (RRs) and to analyze the recommendations with regard to time-saving measures. A literature search was performed in PubMed and EMBASE in November 2020. In addition, a search based on Google Scholar and websites of governmental and non-governmental…
Descriptors: Health Services, Methods, Time Management, Research
Badea, Gabriel; Popescu, Elvira – Education and Information Technologies, 2022
Peer assessment plays an important part in education, fostering involvement and critical thinking skills for the students, while reducing the grading workload for the teacher. However, research on review allocation mechanisms in the context of peer assessment is relatively scarce in the literature. Although the first electronic peer assessment…
Descriptors: Peer Evaluation, Review (Reexamination), Student Evaluation, Computer Science Education
James T. Davis; Kristina Adams; Ashley Morgan – Advances in Physiology Education, 2024
Assessing student mastery is often done by using exams. Inevitably, some students will complete remediation, which may include exam retakes. This method provides students an additional opportunity to take an exam that assesses the same objectives as the original exam, while using different questions. Although this form of remediation increases…
Descriptors: Undergraduate Students, Public Colleges, Physiology, Test Preparation
Skezeer John Paz; Ma. Magdalena Cobrador; John Paul Pendon – Journal of Teacher Education and Educators, 2024
This study investigated the impact of In-house Licensure Examination for Teachers review sessions on the performance of pre-service teachers at Notre Dame of Marbel University. Employing a quantitative descriptive-correlational research design, the research analyzed the pre-test, post-test, and the Notre Dame Educational Association mock board…
Descriptors: Foreign Countries, Preservice Teacher Education, Teacher Education Programs, Study Habits
Abraham, Nisha; Telang, Nina Kamath – Journal of College Academic Support Programs, 2020
Exam reviews are a common offering within and across courses, often supported by departments, learning centers, and success centers. However, the majority of typical exam review formats follow the lecture or direct-teach format, with instructor-centered re-teaching or problem-solving as the mode of review. In lieu of this traditional and more…
Descriptors: Cooperative Learning, Review (Reexamination), Test Coaching, Tests
Kylie S. Aikey – Journal of Legal Studies Education, 2024
This teaching note illustrates how escape rooms can be utilized as a tool to teach or review business law concepts, encourage student collaboration, and provide an opportunity for gameplay. Escape rooms can be adapted to any topic, made asynchronous, and scaled up to accommodate larger groups. This note also describes the value of incorporating…
Descriptors: Cooperation, Problem Solving, Educational Games, Business Administration Education
Kim, Yongnam – Journal of Educational Measurement, 2020
Does reviewing previous answers during multiple-choice exams help examinees increase their final score? This article formalizes the question using a rigorous causal framework, the potential outcomes framework. Viewing examinees' reviewing status as a treatment and their final score as an outcome, the article first explains the challenges of…
Descriptors: Review (Reexamination), Multiple Choice Tests, Scores, Identification
Hui, Luotong; de Bruin, Anique B. H.; Donkers, Jeroen; van Merriënboer, Jeroen J. G. – Educational Psychology Review, 2021
The testing effect--the power of retrieval practice to enhance long-term knowledge retention more than restudying does--is a well-known phenomenon in learning. However, retrieval practice is hardly appreciated by students and underutilized when studying. One of the reasons is that learners usually do not experience immediate benefits of such…
Descriptors: Performance Factors, Feedback (Response), Learning Strategies, Testing
Stone, Garrett A.; Powell, Gwynn M.; McGuire, Francis A. – Schole: A Journal of Leisure Studies and Recreation Education, 2022
The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summarizes the scant end-of-course literature, reviews the…
Descriptors: Leisure Education, Reflection, Review (Reexamination), Learning Activities