When the γ-process (associative interaction of correct and incorrect knowledge) is considered, the normalized gain correlates positively with pretest score¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q2 · i1 small
Currency · newest study 2007 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q2 i? With both α and γ processes, the normalized gain always has explicit pretest-score terms and a positive correlation with pretest score is expected. → Lei Bao 2007 q2 i1 Multiple experimental studies report positive correlations between normalized gains and ability or pretest measures, with r values from about 0.1 to 0.57. → Lei Bao 2007 (2)

Evidence¶

Lei Bao 2007¶

Lei Bao. (2007). Dynamic Models of Learning and Education Measurement. arXiv preprint. https://arxiv.org/abs/0710.1375 doi:10.48550/arxiv.0710.1375

q2 · i? · the article prints no effect size for this finding · theoretical · r3

Analytical derivation (Section IV) of the normalized gain under combined α and γ processes, Eq. (17). The article reports that with the γ-process the gain 'always has explicit terms' of the pretest score, unlike the α-only case.

"When the γ-process is considered, kg always has explicit terms of 0ks and a positive correlation between kg and 0ks can be expected."

Lei Bao 2007 (2)¶

Lei Bao. (2007). Dynamic Models of Learning and Education Measurement. arXiv preprint. https://arxiv.org/abs/0710.1375

q2 · i1 · theoretical · r3

The article's summary of existing experimental studies (Section IV) documenting positive gain–measure correlations, including CSE gains with math pretests (r = 0.1~0.4, N ~150), FCI gains with spatial ability (r ~0.3, N ~60), and FCI gains with SAT scores (r = 0.57 and 0.46).

"a positive correlation between FCI normalized gains and Lawson test scores (r = 0.51 N=65, similar results were found at OSU) [16], and"

Discussion¶

Learner Variables¶

• Prior Knowledge — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Prior Knowledge Determines New Learning — the general claim this finding bears on, with the studies behind it
• FCI change-score versus pretest-score data from three classes show linear relations at high pretest scores and curving-down at low scores, diagnosable as α- versus γ-process dominance — related
• High-ability students' learning behaves as a dominant α-process even at low pretest scores, while average-ability students show more γ-process behavior — related
• Hake's survey found interactive-engagement courses achieved average normalized gains about two standard deviations greater than traditional courses, with overall gain–pretest correlation of +0.02 — related
• Random measurement noise in pretest scores produces a negative contribution to the correlation between normalized gain and pretest score — related
• Under a dominant α-process, the normalized gain contains no pretest-score term and is uncorrelated with pretest score if α is uncorrelated with pretest score — related
• Pre-instruction LCTSR scores correlate with normalized learning gains, most strongly for theoretical content (TUG-K r=0.59) and more weakly for descriptive content (DIRECT r=0.50) — related
• Pre-test scores strongly predict post-test scores but not normalized learning gains — reports the opposite
• Prior physics knowledge moderated the correlation between feeling of learning and actual test performance (positive interaction, P < 0.05) — related