Effect of Quiz Format on Student Performance and Answer-Changing Behaviour on Formative Assessments
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| Title: | Effect of Quiz Format on Student Performance and Answer-Changing Behaviour on Formative Assessments |
|---|---|
| Language: | English |
| Authors: | Sherman, Tyler J. (ORCID |
| Source: | Journal of Biological Education. 2021 55(3):306-320. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Test Format, Academic Achievement, Decision Making, Student Behavior, Formative Evaluation, Student Evaluation, Anatomy, Physiology, Test Wiseness, Undergraduate Students |
| DOI: | 10.1080/00219266.2019.1687106 |
| ISSN: | 0021-9266 |
| Abstract: | Formative assessments have been shown to improve student success; however, the format in which these assessments are implemented has not been well researched. In this study, individual Anatomy and Physiology lab sections were administered formative assessments composed of either a projected (i.e. 'shared-display') quiz presentation or a pen-and-paper quiz presentation. Students' performance, as well as their answer-changing behaviours, were recorded to compare the effect of these two assessment formats. We found no significant difference in mean quiz grade between shared-display and pen-and-paper assessments, nor did answer-changing frequency differ by treatment. Student answer-changing "success rate" -- a measure of how often a student changed an answer and their new response was correct -- was found to have a weak but significant positive correlation with mean quiz grade. Our findings suggest that the assessment presentation format does not significantly affect student performance and that, given the population sampled, answer-changing tended to benefit students' final quiz grade. Therefore, projecting images for use in formative assessments provides an alternative to traditional pen-and-paper administration with no apparent detriment or advantage to student success. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1305800 |
| Database: | ERIC |
| Abstract: | Formative assessments have been shown to improve student success; however, the format in which these assessments are implemented has not been well researched. In this study, individual Anatomy and Physiology lab sections were administered formative assessments composed of either a projected (i.e. 'shared-display') quiz presentation or a pen-and-paper quiz presentation. Students' performance, as well as their answer-changing behaviours, were recorded to compare the effect of these two assessment formats. We found no significant difference in mean quiz grade between shared-display and pen-and-paper assessments, nor did answer-changing frequency differ by treatment. Student answer-changing "success rate" -- a measure of how often a student changed an answer and their new response was correct -- was found to have a weak but significant positive correlation with mean quiz grade. Our findings suggest that the assessment presentation format does not significantly affect student performance and that, given the population sampled, answer-changing tended to benefit students' final quiz grade. Therefore, projecting images for use in formative assessments provides an alternative to traditional pen-and-paper administration with no apparent detriment or advantage to student success. |
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| ISSN: | 0021-9266 |
| DOI: | 10.1080/00219266.2019.1687106 |
