Blind Pretesting and Student Performance in an Undergraduate Corporate Finance Course

Abstract

Using a unique sample of college students at a service academy, this paper explores whether the testing effect can be applied to an introductory corporate finance course. Prior research on the testing effect has been used non-quantitative subject matter. We introduce the testing effect to undergraduate finance and find evidence that administering a blind pretest at the beginning of the semester improves final exam performance at the end of the semester. This performance improvement occurs without providing feedback to students or instructors. The improvement is largest for average and below average students.

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Document Details

Document Type
Technical Report
Publication Date
Sep 28, 2015
Accession Number
AD1012880

Entities

People

  • Brian C. Payne
  • Thomas C. O'malley

Organizations

  • United States Air Force Academy

Tags

Communities of Interest

  • Energy and Power Technologies

DTIC Thesaurus Topics

  • Accounting
  • Air Force
  • Commerce
  • Communities
  • Curriculum
  • Data Science
  • Demography
  • Economics
  • Information Science
  • Instructors
  • Literature Surveys
  • Psychology
  • Regression Analysis
  • Service Academies
  • Social Sciences
  • Students
  • United States Air Force Academy

Fields of Study

  • Education

Readers

  • Computational Modeling and Simulation
  • Psychometric Testing or Psychological Assessment.
  • STEM Education