Abstract:
In two of five semesters students from a junior-senior level crop production course were provided written lecture objectives at the beginning of each new major subject category. Students were informed that the majority of test questions from lectures would be based on data and concepts specified in the lecture objectives. Throughout the study period approximately 20 percent of the questions were indentical or nearly identical. The remaining questions were changed because of updated course material and/or because an item analysis indicated something was wrong with the question. This study examined whether scores achieved on identical or nearly identical questions and all questions, differed when students were/were not provided lecture objectives.
Keywords:
lecture objectives, verbatim responses, crop production
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