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A pre-test post-test quasi-experimental design was implemented with 87 students split into control and experimental groups using intact groups with random treatment assignment. Worksheets, class tests, and pre/post-tests were analyzed with independent and dependent t-tests and one-way ANOVA. Results show higher scores for the treated group and that Think-Pair-Share is the most effective and efficient among the three methods, supporting improved learning and instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessing-the-effect-of-agreedisagree-circles-exit-ticket-and-think-pair-share-on-students-academic-achievement-at-undergraduate-level/596126/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessing-the-effect-of-agreedisagree-circles-exit-ticket-and-think-pair-share-on-students-academic-achievement-at-undergraduate-level/596126.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"The study aimed to determine the effect of assessment methods on students’ academic achievement in the undergraduate Curriculum Development course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research designed and who were the participants?",{"text":117,"@type":113},"A pre-test post-test quasi-experimental design was used with 87 undergraduate students divided into control and experimental groups.",{"name":119,"@type":110,"acceptedAnswer":120},"Which assessment method was found most effective?",{"text":121,"@type":113},"Think-Pair-Share was reported as the most effective and efficient method compared with Agree/Disagree Circles and Exit Ticket.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596126,1792162065,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Bulletin of Education and Research August 2020, Vol. 42, No. 2 pp. 81-96  \nAssessing the Effect of Agree/Disagree Circles, Exit Ticket, and Think – Pair – Share on Students’ Academic Achievement  \nat Undergraduate Level  \nMubashara Akhtar* and Muhammad Saeed **  \nAbstract  \nThe study was designed to determine the effect of assessment methods on students’ academic achievement in the course of Curriculum Development at undergraduate level in the University of the Punjab. Pre-test post-test quasi experimental design was used for the present study. The sample of the study consisted of 87 students who were present in two groups, later named as control group and experimental group. Intact groups were chosen for the study although treatment was randomly given to the groups. Experimental group was exposed to treatment while control group was assessed through conventional method. Data were collected through worksheets, class tests, pretest and post-test. The tests were developed in the light of basic rules/principles oftest construction and Bloom’s Taxonomy of Educational Objectives. Collected data were analyzed by using various statistical techniques such as independent samples t-test, dependent samples t-test and one way ANOVA. Results revealed that students who were exposed to the treatment achieved higher scores than those students who did not receive the treatment. The findings suggest that assessment methods used in this study significantly enhance the achievement of the students. All three assessment methods equally enhance students’ achievement. Think-Pair-Share was found the most effective and efficient method of assessment as compared to Agree/Disagree Circles and Exit Ticket. The findings ofthe study may be helpful for the students in a way to improve their learning as well as for the teachers to carry out effective instruction in the classroom. The study opens doors for innovations and intervention in the classrooms to use different assessment methods.  \nKeywords: Agree/Disagree Circles, Exit Ticket, Think – Pair – Share, Methods of Assessment, Undergraduate students, Academic Achievement  \n* PhD Scholar, Institute of Education & Research, University of the Punjab, Lahore, Pakistan.  \n[Email: mubasharaakhtar44@gmail.com](Email: mubasharaakhtar44@gmail.com), [mobi_lcwu@yahoo.com](mobi_lcwu@yahoo.com)  \n**Professor, Institute of Education & Research, University of the Punjab, Lahore, Pakistan. [Email: desaeed1961@hotmail.com](Email: desaeed1961@hotmail.com)  \nIntroduction  \nAssessment measures the depth and breadth of learning in the process of teaching and learning. The main aim of assessment is to explore the capabilities of an individual and to identify what they know. In an educational context this is normally in the form of grades or marks that builds the achievement record of an individual. Identifying what an individual knows and can do is the heart of all kinds of assessment (Sambell, McDowell & Mantgomery, 2013) . Assessment inspires, motivates and provides the necessary feedback to help learners for their prompt creativeness in learning. It can also help us to diagnose the areas of learning that cannot be measured easily. Assessment serves different purposes in educational setting as it can be used to grade the achievement of students, help them to select the future courses or jobs, provide long-term goals to students, and to provide sufficient evidences on the effectiveness of courses or teachers. But this is mainly suitable for the summative or final assessment of a course that sums up the students’ achievement (Wright, 2015) .  \nFormative or ongoing assessment is the main use of assessment for the teachers in teaching learning process (Brown, 2006) . Formative assessment is mainly used throughout the teaching-learning process or the particular course to identify the difficulties in the learning process so that proper action can be taken; and to make suitable decision accordingly that either the learning p","cbCaieGi57UnekXm","https://ap.wps.com/l/cbCaieGi57UnekXm","pdf",469958,16,"English","# Abstract\n# Introduction\n## Purpose and roles of assessment\n## Formative, diagnostic, and ongoing assessment\n## Keys for assessing assessment quality\n# Methods and results (based on abstract)","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"The study aimed to determine the effect of assessment methods on students’ academic achievement in the undergraduate Curriculum Development course.\"},{\"question\":\"How was the research designed and who were the participants?\",\"answer\":\"A pre-test post-test quasi-experimental design was used with 87 undergraduate students divided into control and experimental groups.\"},{\"question\":\"Which assessment method was found most effective?\",\"answer\":\"Think-Pair-Share was reported as the most effective and efficient method compared with Agree/Disagree Circles and Exit Ticket.\"}]","Assessing the Effect of Agree/Disagree Circles, Exit Ticket, and Think - Pair - Share on Students’ Academic Achievement at Undergraduate Level | PDF",1792082487]