Abstract
- The purpose of this study was to determine the relationship between the presence of traditional classroom assessment (tests and quizzes) and science achievement of students in elementary science methods courses at East Carolina University in Greenville, North Carolina. A further objective of this study was to determine if students' perceptions about a particular class assessment situation (testing and nontesting) have an effect on how they respond to the class or subject being covered. Students were divided into testing groups (those that received traditional testing ...