Students who participate in an Opener are significantly more likely to revisit and revise their embedded-assessment work than students with no Opener¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students who had an Opener were significantly more likely to revisit and revise their work than students who did not (66% vs 33% revision rate). → Zertuche 2012

Evidence¶

Zertuche 2012¶

Zertuche, A., Gerard, L., & Linn, M. C. (2012). How do Openers Contribute to Student Learning? International Electronic Journal of Elementary Education, 5(1), 79-92. https://eric.ed.gov/?id=EJ1070484

q3 · i? · causal · r2

Quasi-experimental comparison of original vs revised embedded-assessment responses in the WISE Hydrogen Fuel Cell Car unit: 105 Opener pairs vs 30 no-Opener pairs. The article reports "In the Opener condition, revision was twice as likely as in the no Opener condition."

"Students who had an Opener ( M = .68, SD = .48) were significantly more likely to revisit and revise their work than students who did not have an Opener ( M = .33, SD = .48), t(131) = -3.5, p < 0.001."

Discussion¶

Related Claims¶

• Students who had an Opener made substantially greater gains on the embedded assessment than students without an Opener — related
• Log-file analysis links the greatest post-Opener gains to revisiting an evidence page and spending more time revising initial work — related
• The researcher-designed Opener produced a higher revision rate than the teacher-designed Opener, but no difference in learning gains — a narrower finding that bears on this claim