Weekly Quizzes Reinforce Student Learning Outcomes and Performance in Biomedical Sciences in-course Assessments

Abstract

Studies have highlighted the benefits of frequent quizzing in class. Frequent quizzing can promote more student attendance, engagement, practice and review, and achievement. Conversely, the opponents of frequent quizzing suggest that too frequent testing might hinder learning by frustrating anxious students and inhibiting larger units of instructional material. Notably, most studies have used degree examinations to evaluate the impact of quizzes on student learning and performance, yet little is known about whether quizzes can reinforce student performance in the incourse assessments (ICAs) despite ICA importance in student learning. The present study aimed to test the hypothesis that administration of weekly MCQ quizzes can enhance the leaning outcomes and performance of biomedical science students in assessment methods such as essay and oral presentation that can directly measure and provide information about student learning. It was therefore limited to in-course assessments. We found that the performance of the weekly quiz student group is remarkably better than that of the control student group in both the essay and oral presentation ICAs, which are two measures and indicators of student learning, suggesting improved student learning outcomes and performance after administrating weekly MCQ quizzes that also promoted student attendance in classrooms. The findings of this research study have implications for students, teachers, and curriculum designers in higher education.

Adapting examination and student evaluation at Biomedical Science Institute in the time of COVID-19

“…They are also effective tools in facilitating timely feedback and contributing to the process of student self-learning (Brady, 2005) [29]. In addition, weekly and online MCQ quizzes can enhance student performance (Geist and Soehren, 1997; Ballard and Johnson, 2004; Gholami and Moghaddam, 2013; Culbert, 2020; El-Hashash, 2021b) [30][31][32][33][34].…”

A responsive assessment model for mitigating endemic knowledge gap in educational training

“…Frequent quizzing of class activities has proven beneficial to student learning outcomes as presented in their study [11]. It is claimed to promote frequent attendance at classes, academic engagements, practices, and other activities.…”