@article{oai:shinshu.repo.nii.ac.jp:00001276,
 author = {金山, 隼人 and 荒井, 敦 and 大澤, 雅樹 and 山田, 一尋},
 issue = {2},
 journal = {松本歯学},
 month = {Aug},
 note = {We have introduced post-lecture tests after lectures and weekly tests in order to review lectures for the past one week as a means of evaluating of comprehension, and improving lecture contents for students. Furthermore, weekly tests were used to judge the results of orthodontic class. In addition, students could easily confirm answers to the questions on post-lecture tests and weekly tests on the web. We reviewed how post tests and weekly tests influenced the final scores on regular examinations. Subjects were 121 students who participated in orthodontic lectures. Each post-lecture test and weekly test consisted of 5 questions. Regular examinations had 25 questions. We confirmed the understanding of lectures using post-lecture tests, and commented on answers and gave feedback after each examination. Weekly tests were set up with questions similar to post tests. Students could also check answers on the web. We also commented on the previous week's questions and low percentage of correct answers during the subsequent lectures. Students who earned more than 65 points on weekly tests and regular examinations could pass the orthodontics class. We analyzed post-lecture tests, weekly tests and regular examinations by the passing group (N=42) and the failing group (N=79). In the passing group, the average on post-lecture tests was 95.2 points, the average on weekly tests was 76.8 points, and the average on the regular examination was 76.8 points. In the failing group, the average on post-lecture tests was 90.3 points, the average on weekly tests was 51.5 points, and the average on the regular examination was 44.5 points. The passing group showed a significantly high value on each examination in comparison with the failing group. In two groups, the scores on weekly tests significantly decreased compared with that on post-lecture tests, but the rate of decrease was more severe in the failing group. Furthermore, in the failing group, the score on the regular examination was significantly lower than that on weekly tests. It was suggested that conversion from short-term memory to long-term memory is important in order to obtain a sufficient learning effect and improve scores on weekly tests and the regular examination., application/pdf},
 pages = {139--143},
 title = {歯科矯正学講義における形成的評価},
 volume = {35},
 year = {2009}
}