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Paperback Books Robert Barrett. Paperback Robert Ludlum Books. Mean assessment scores are reported for the 3 classes in Table 3. Of SGQQs received, were discarded due to irrelevance, inaccuracy, wrong format, or redundancy. Most discards were due to question redundancy.
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Therefore, the formative quiz question bank consisted of SGQQs. Planned linear contrasts revealed that total SX scores for the control group Class 3 were significantly less than those of Classes 1 and 2 — first contrast. However, the act of writing quiz questions and taking formative quizzes Class 1 did not produce significantly higher total SX scores than only taking the formative quizzes Class 2 — second contrast. The capacity to predict total SX scores from total FQ scores sum of all 8 formative quizzes was evaluated by multiple linear regression while accounting for sex, academic degree, age, and ethnicity Table 5.
The addition of sex, academic degree, age, and ethnicity into the regression model did not significantly increase predictive power step 2 of the regression model. Again, the addition of sex, academic degree, age, and ethnicity did not significantly increase the predictive power of the model step 2 of Table 6. Formative quiz review predicting summative exam performance. Specifically, our data suggested that a 1-unit change in FQ total score is associated with a 0. The primary purpose of this study was to determine if the use of formative quizzes and SGQQs would improve performance on subsequent summative exams.
On first consideration, the putative benefit of formative quizzes and student participation in writing quiz questions might go unquestioned. Researchers have reported that formative assessments enhance summative exam performance in dental students, 12 medical students, 15 and a variety of undergraduate majors. Our study results supported the notion that formative quizzes will improve performance on subsequent written summative exams.
Both classes receiving formative quizzes Classes 1 and 2 had significantly higher summative exam scores than Class 3, the class not receiving these quizzes. We also anticipated that writing SGQQs would require greater study and understanding, and this would produce an additional increase in summative exam scores. This argument is consistent with the theory that instructional methods that promote learner interaction are more effective than less active methods.
The class that produced SGQQs and also received the formative quizzes Class 1 did not have significantly higher summative exam scores than Class 2, which received only the formative quizzes. Several studies have suggested that formative assessments can predict summative exam outcomes.
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With either FQs or FQRs, sex, age, academic degrees, and ethnicity were not significant copredictors of summative exam scores. In a recent comparative review, Dunlosky et al 19 explored the efficacy of 10 learning techniques: Moreover, they noted that practice testing is not particularly time intensive relative to the other learning techniques, and it can be implemented with minimal training. Dunlosky et al 19 emphasized the importance of instructor feedback in association with practice testing.
They noted that instructor feedback protects against perseveration errors when students respond incorrectly on a practice test. In addition, they commented that the corrective effect of feedback does not require that it be presented immediately after the practice test. In fact, Metcalfe et al 20 found that final-test performance for initially incorrect responses was actually better when feedback had been delayed than when it had been immediate. Finally, it is impressive that the beneficial effects of practice testing have been observed for substantial time periods after the exercise: We seek long-lasting knowledge, not just temporary learning improvements.
- Can formative quizzes predict or improve summative exam performance?.
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Students in the control group received traditional lectures on the same topic material and were assessed with similar summative session exams, but did not receive the formative quizzes or quiz reviews. The current study design did not allow us to parse the relative effect of formative quizzes from that of the quiz reviews.
A future study with separate experimental groups for each of these factor combinations is needed to make that determination. In addition, another limitation of this study is the relatively small sample size and restricted source. Future studies are needed that examine larger populations drawn from a representative sampling of chiropractic colleges. One also might wonder if the observed effect would be substantially influenced by topic of study. All students in this study were enrolled in a physical examination course, and only written assessments are reported here.
It is reasonable to posit that the formative quizzes in this study enhanced and predicted summative written exam scores because these quizzes were similar in form and content to the written summative exams and they evaluated the same knowledge base. We concluded that nonthreatening formative quizzes, with faculty feedback and quiz reviews, may be used to enhance student learning and suggested that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams.
Moreover, an extensive education literature suggests that the beneficial effects of active learning may be quite durable, lasting months or even years. This work was funded internally. The authors declare that there are no conflicts of interest to declare relevant to this work.
National Center for Biotechnology Information , U. Journal List J Chiropr Educ v. Henderson , DC, PhD. Author information Article notes Copyright and License information Disclaimer. This article has been cited by other articles in PMC. Abstract Objective Despite wide use, the value of formative exams remains unclear.
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Methods Three hypotheses were examined: Conclusion Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. Study Timeline per Term. Open in a separate window. Formative Quiz Question Bank Class 1 students developed a bank of multiple-choice quiz questions addressing head and neck conditions, and physical exam procedures.
Formative Quizzes and Summative Exams A total of 8 FQs was administered to Class 1 and Class 2 over the 8 consecutive academic weeks of the term in which each class was enrolled 1 quiz per week, Table 1.
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Class 2 students received, but did not write, formative quizzes. Class 3 control students neither wrote nor received formative quizzes. Formative Quizzes as Predictors of Summative Exam Scores The capacity to predict total SX scores from total FQ scores sum of all 8 formative quizzes was evaluated by multiple linear regression while accounting for sex, academic degree, age, and ethnicity Table 5. Beecher ME, Fisher L. High school course and scores as predictors of college success. A synthesis of studies examining long-term language minority student data on academic achievement.
Predictors of academic achievement and retention among college freshmen: Identifying the salient factors of a model of student learning: Int J Educ Res.
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Utility of a web-based self-assessment tool in undergraduate medical education. Use of unsupervised online quizzes as formative assessment in a medical physiology course: Influence of online formative assessment upon student learning in biomedical science courses. Brothen T, Wambach C. Effective student use of computerized quizzes.
The efficacy of a World-Wide Web mediated formative assessment.