The Impacts of Student-Centered Test Revision in an Advanced Placement Physics Classroom

Abstract

This action research study investigated the effects of implementing active, student-centered test corrections on long-term content knowledge and student confidence in an Advanced Placement Physics 1 classroom. The treatment process of active test corrections was compared to the previous post-test process utilizing lecture-based test feedback provided by the teacher. Data collection methods involved pre- and post-test revision content assessments, Likert surveys, open-ended student surveys, and teacher observations. Results showed significant growth in both long-term content knowledge retention as well as student confidence. This study suggests that test corrections effectively supported students in error correction and growth towards content mastery, leading to greater feelings of success and competence among students in advanced science courses.