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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 0000-0002-9912-3937), Harvey, Tanner M. (ORCID 0000-0002-5826-1786), Royse, Emily A. (ORCID 0000-0002-3881-8014), Heim, Ashley B. (ORCID 0000-0001-8526-7342), Smith, Cara F. (ORCID 0000-0002-6868-7713), Romano, Alicia B. (ORCID 0000-0002-6453-9596), King, Aspen E. (ORCID 0000-0001-8252-7954), Lyons, David O. (ORCID 0000-0002-9466-9105), Holt, Emily A. (ORCID 0000-0002-1777-7882)
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
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  Data: Effect of Quiz Format on Student Performance and Answer-Changing Behaviour on Formative Assessments
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  Data: <searchLink fieldCode="AR" term="%22Sherman%2C+Tyler+J%2E%22">Sherman, Tyler J.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9912-3937">0000-0002-9912-3937</externalLink>)<br /><searchLink fieldCode="AR" term="%22Harvey%2C+Tanner+M%2E%22">Harvey, Tanner M.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5826-1786">0000-0002-5826-1786</externalLink>)<br /><searchLink fieldCode="AR" term="%22Royse%2C+Emily+A%2E%22">Royse, Emily A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3881-8014">0000-0002-3881-8014</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heim%2C+Ashley+B%2E%22">Heim, Ashley B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8526-7342">0000-0001-8526-7342</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smith%2C+Cara+F%2E%22">Smith, Cara F.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6868-7713">0000-0002-6868-7713</externalLink>)<br /><searchLink fieldCode="AR" term="%22Romano%2C+Alicia+B%2E%22">Romano, Alicia B.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6453-9596">0000-0002-6453-9596</externalLink>)<br /><searchLink fieldCode="AR" term="%22King%2C+Aspen+E%2E%22">King, Aspen E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8252-7954">0000-0001-8252-7954</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lyons%2C+David+O%2E%22">Lyons, David O.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-9466-9105">0000-0002-9466-9105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Holt%2C+Emily+A%2E%22">Holt, Emily A.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1777-7882">0000-0002-1777-7882</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Biological+Education%22"><i>Journal of Biological Education</i></searchLink>. 2021 55(3):306-320.
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  Data: 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
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  Data: 15
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  Data: <searchLink fieldCode="DE" term="%22Test+Format%22">Test Format</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Anatomy%22">Anatomy</searchLink><br /><searchLink fieldCode="DE" term="%22Physiology%22">Physiology</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Wiseness%22">Test Wiseness</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
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  Data: 10.1080/00219266.2019.1687106
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  Data: 0021-9266
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: EJ1305800
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      – SubjectFull: Test Format
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Decision Making
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      – SubjectFull: Student Behavior
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      – SubjectFull: Physiology
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      – SubjectFull: Test Wiseness
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