Can formative quizzes predict or improve summative exam performance?*

Zhang, Niu; Henderson, Charles

doi:10.7899/jce-14-12

Cited by 29 publications

(14 citation statements)

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“…We hypothesized that the relationship between the extent of utilization of the OFSA quizzes, ranging from zero to eight quizzes, and academic performance on the SFE would be positive. As expected based on the previous studies (Sadler, 1989;Wilson, Boyd, Chen, & Jamal, 2011;Zhang & Henderson, 2015), the results demonstrated better SFE scores in those students who had a higher degree of utilization of the OFSA quizzes in comparison to those who never took or took fewer of them. However, the degree of positive correlation was not as strong as results from other studies in various disciplines of health care education including the medical, nursing, and dental programs (Hill, Guinea, & McCarthy, 1994;Kibble, 2007;Olson & McDonald, 2004).…”

Section: Discussionsupporting

confidence: 87%

The Effect of Online Formative Self-Assessment on Academic Performance of Chiropractic Students

Choi¹,

Murdock²

2020

WJER

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The main objectives of this study are: 1. Evaluate the degree of utilization of online, formative self-assessment (OFSA); 2. To evaluate the effect of OFSA on summative final exam (SFE) scores. The design of the study involved students having the opportunity to take a total of eight weekly OFSA quizzes voluntarily, outside of class time and throughout the academic term. Demographic, utilization and SFE scores were collected and analyzed. The results included: 1. high participation rate with 93% (N = 173) of the total number of students having taken at least one or more quizzes and 53% (N = 98) of students took at least four or more OFSA quizzes. 2. There was a 0.72 (p=.008; CI: .196 to 1.253) increase of SFE scores per quiz taken as per linear regression. The correlation was mildly, positive (r = .194, p < .01). In post hoc analysis, the mean SFE score of the frequent (4 or more quizzes) OFSA takers was 3.52 higher than that of the infrequent (3 or fewer quizzes) takers (p < .01). Based on the results, OFSA may offer a complementary learning tool for students in a Chiropractic program.

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Section: Discussionsupporting

confidence: 87%

The Effect of Online Formative Self-Assessment on Academic Performance of Chiropractic Students

Choi¹,

Murdock²

2020

WJER

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“…Comparing Fall to Summer scores, accounting for the transition period, the scores reflected previous studies that demonstrated improvement in student performance with the addition of QUs and QUs in lieu of MT exams. 6,19 Pennebaker et al examined changes in student performance on identical questions when MTs were replaced with daily, in class on-line QUs, and results showed student improvement of half a letter grade in classes that received daily QUs. 6 Additionally, the improvement in scores carried over to concurrent classes and classes from the next semester.…”

Section: Discussionmentioning

confidence: 99%

Description of a change in teaching methods and comparison of quizzes versus midterms scores in a research methods course

Sullivan¹,

Hoiriis²,

Paolucci³

2018

Journal of Chiropractic Education

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“…Several authors have shown that being tested is a better way to learn than simply rereading the material (Larsen et al, 2008;Green et al, 2018), as students tend to remember it more effectively, a concept described as the "test effect" (Roediger and Karpicke, 2006a,b;Larsen et al, 2008). In addition, meaningful feedback on the assessment enhances student learning and achievements (Fowell et al, 1999;Larsen et al, 2008;Zhang and Henderson, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Formative assessments are commonly administered to assess what students have learned during a course and to prepare for summative assessments (Zhang and Henderson, 2015). They are relatively low stake examinations, with little or no effect on course credit scores (Olson and McDonald, 2004;Kibble, 2007), and tend to be conducted in low-stress environments.…”

Section: Introductionmentioning

confidence: 99%

“…Typically, students are required to pass summative assessments and, if allowed, need to re-take supplementary examinations until they do so, in order to graduate or progress to the next level of the course (Glazer, 2014). Some studies (Buchanan, 2000;Kibble, 2007;Azzi et al, 2015;Zhang and Henderson, 2015) demonstrate that formative assessments improve summative examination scores but others, such as a study by Bekkink et al (2012), found no links between formative assessment feedback and a students' final mark. It remains unclear whether the risk of failing the examination affects students' approach to learning and their performance in the examination.…”

Section: Introductionmentioning

confidence: 99%

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Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

Mogali

Rotgans

Rosby

et al. 2019

Anatomical Sciences Ed

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Anatomical knowledge is commonly assessed by practical examinations that are often administered in summative format. The format of anatomy practical examination was changed at the Lee Kong Chian School of Medicine in Singapore from summative (graded; must pass) to formative (ungraded; no pass/fail) in academic year (AY) 2017–2018. Both assessment formats were undertaken online, but the formative mode used a team‐based learning activity comprising individual and team assessments. This gave an unique opportunity to investigate: (1) the impact of two different online assessment formats on student performance in practical examination; (2) the impact of new formative practical examination on students’ performance in summative examinations; and (3) students’ opinions of these two practical examination formats. The class of 2021 perceptions was obtained as they experienced both formats. A retrospective cohort study was also conducted to analyze the Year 2 students’ performance in anatomy practical and year‐end summative examinations of cohorts AY 2015–2016, AY 2016–2017 (summative format), and AY 2017–2018 (formative format). There were no significant differences in students’ performance between two practical examination formats. The cohort who experienced the formative format, performed significantly better in summative examinations (mean ± SD: 82.32 ± 10.22%) compared with the cohort who experienced the summative format (73.77 ± 11.09%) (P < 0.001). Students highlighted positive features of the formative practical examination, including team reinforcement of learning, instant feedback, and enhanced learning. These findings indicate that students continue to study for anatomy practical examination without the need for external drivers. The team‐based learning style practical examination enhances students’ performance in summative examinations.

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Can formative quizzes predict or improve summative exam performance?*

Cited by 29 publications

References 29 publications

The Effect of Online Formative Self-Assessment on Academic Performance of Chiropractic Students

The Effect of Online Formative Self-Assessment on Academic Performance of Chiropractic Students

Description of a change in teaching methods and comparison of quizzes versus midterms scores in a research methods course

Summative and Formative Style Anatomy Practical Examinations: Do They Have Impact on Students’ Performance and Drive for Learning?

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