ORIGINAL ARTICLE
Improving student outcomes in high-enrollment statistics classes with the structured writing approach
Tatiana Batova, Stefan Ruediger,
Corresponding Author
Stefan Ruediger
Arizona State University, Tempe, AZ, USA
Correspondence
Stefan Ruediger, W.P. Carey School of Business, Arizona State University, Tempe, AZ, USA.
Email: sruedige@asu.edu
Search for more papers by this authorTatiana Batova, Stefan Ruediger,
Corresponding Author
Stefan Ruediger
Arizona State University, Tempe, AZ, USA
Correspondence
Stefan Ruediger, W.P. Carey School of Business, Arizona State University, Tempe, AZ, USA.
Email: sruedige@asu.edu
Search for more papers by this authorSummary
The article describes an assignment that makes writing-to-learn feasible in high-enrollment statistics classes. It combines the principles of structured writing with Bloom's taxonomy. The assignment helped improve related exam scores and was easy to implement and grade for instructors.
Supporting Information
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| test12194-sup-0001-Supplementary_Material.docxWord 2007 document , 37.8 KB |
Data S1. Supporting information |
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