Online formative tests linked to microlectures improving academic achievement

Bouwmeester, Rianne A. M.; Kleijn, Renske A.M. de; Freriksen, Astrid; Emst, Maarten G. van; Veeneklaas, Rob J; Hoeij, Maggy J W van; Spinder, Matty; Ritzen, Magda J; Cate, Olle ten; Rijen, Harold V.M. van

doi:10.3109/0142159x.2013.818633

Cited by 14 publications

(15 citation statements)

References 8 publications

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“…The findings are supported by other studies [5,8], although literature is not conclusive [2,6]. However, comparing studies is difficult because of the use of different methodology (laboratory-versus classroom-based).…”

Section: Discussionsupporting

confidence: 80%

“…Although these opportunities offer the possibility to enhance student performance, research regarding the extent of learning performance of using (online) formative quizzes is not conclusive [2]. Various studies have demonstrated one or several factors contributing to this testing effect such as time on task [3], question type [4] and feedback [5]. However, regardless of the type of factor studied, some studies report a negative effect or no effect of formative assessment [6,7], other report a positive effect [5,7,8].…”

Section: Introductionmentioning

confidence: 99%

“…Various studies have demonstrated one or several factors contributing to this testing effect such as time on task [3], question type [4] and feedback [5]. However, regardless of the type of factor studied, some studies report a negative effect or no effect of formative assessment [6,7], other report a positive effect [5,7,8]. This difference in outcome that can be explained, among others, by the fact that laboratory studies often find effects that cannot be reproduced in the classroom, and therefore require careful interpretation [9,10].…”

Section: Introductionmentioning

confidence: 99%

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Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Zijlstra¹,

Sugeng²,

Draaijer³

et al. 2015

Computer Assisted Assessment. Research Into E-Assessment

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Abstract. In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.

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Section: Discussionsupporting

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Zijlstra¹,

Sugeng²,

Draaijer³

et al. 2015

Computer Assisted Assessment. Research Into E-Assessment

View full text Add to dashboard Cite

show abstract

“…They also included a list of resources for creating micro-lectures. Researchers [4] have examined the function of online formative tests (OFTs) enriched with hyperlinks to microscituations on examination scores. It was discovered that to prepare for the summative midterm exam, averagely 74% of all students used OFTs Students who have utilized OFTs in relation with micro-lectures obtain higher grades, especially in highly aligned summative tests.…”

Section: Review Of Research Progressmentioning

confidence: 99%

“…With the recognition of human's attention duration and the limited scope of attention at the same moment, micro-lecture promotes the miniaturization of learning objectives, learning content and learning time design. At present, most researchers define "micro-lecture" as a series of microoriented micro-teaching content which is carefully designed to reach specific teaching objectives, uses micro-video expression, carries certain teaching activities, and has certain independence and relevance with each other [4].…”

Section: Introductionmentioning

confidence: 99%

Design a Civil Engineering Micro-lecture Platform based on the ARCS Model Perspective

Zhang

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Based on ARCS model theory, this paper designed a microlecture teaching platform. Due to the integration of Android and SQL Server technology and ARCS model theory, the platform can carry out teaching practice on intelligent mobile devices, and has some features like mobility, seamlessness and strong advancement. At the same time, the course of civil engineering in universities and colleges was taken as an example to test the practical value of this mobile teaching platform. The ARCS motivation model based micro-lecture platform pays attention to the stimulation and maintenance of learners' motive, focuses on the interest in learning, and strengthens and keeps the interest of learners through a series of strategies to achieve the purpose of learning. It is helpful for changing the present situation in teaching that the level of learners' learning motivation is weakening, and thereby has certain reference significance for the design of learning-oriented teaching software, especially self-learning teaching software.

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Online coding event as a formative assessment tool in introductory programming and algorithmic courses—An exploration study

Anitha¹,

Kavitha²

2020

Comp Applic In Engineering

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Information technology is an integral part of current education, even in noncomputer disciplines. As the role of Information technology-based education tools is recognized as significant in the education of millennial learners, there is a development of different types of tools and techniques in education. Usage of such tools in content delivery and assessment has been found to improve student engagement and active learning. When looking for unique tools to practice and assess computer programming and algorithmic courses, online coding events launched by popular forums have been identified as a tool for practice and assessment. These forums have been introducing new computing problems specified in a professional language, so that students get trained in programming these complex problems rather than the conventional problems. This article explores the possibility and success measure of integrating online coding events as a part of formative assessment. A study has been performed with two consecutive offerings of a course. The results obtained from the various forms of assessment are analyzed and presented in terms of correlation with summative and formative assessment scores and improved student performance. The results of the experimental study are found encouraging, thereby appreciating the usage of online coding platforms for introductory programming and algorithmic courses. K E Y W O R D S formative assessment, online coding, pedagogy, programming, student performance 1 | INTRODUCTION Current technical education for millennial learners is expected to be supported with technology, as the learners are tech-savvy in nature [28]. Information Communication Tools and various pedagogical techniques have been the need of the hour when it comes to education. There is a large-scale development of different tools and techniques pertaining to education, such as Learning Management Systems (LMS), Studentresponsive systems (SRS), and Quizzing Systems (QS). These systems manage information in a centralized manner, store contents that can be readily accessible, and produce relevant analysis based on the performance. Usage of such systems reduces the manual effort required in managing classroom environments in terms of content delivery and assessment for any learning discipline, and it is hence promoted in higher education institutes. Active learning strategies like Poll, Think Pair Share, and One Minute paper, when practiced through the relevant tools, form a strong basis for formative assessments.

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Online formative tests linked to microlectures improving academic achievement

Abstract: Students using online formative tests linked to microlectures receive higher grades especially in highly aligned summative tests.

Cited by 14 publications

References 8 publications

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Design a Civil Engineering Micro-lecture Platform based on the ARCS Model Perspective

Online coding event as a formative assessment tool in introductory programming and algorithmic courses—An exploration study

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