Adv Physiol Educ ADInstruments
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Advan. Physiol. Edu. 31: 253-260, 2007; doi:10.1152/advan.00027.2007
1043-4046/07 $8.00
This Article
Right arrow Full Text
Right arrow Full Text (PDF)
Right arrow Submit a response
Right arrow Alert me when this article is cited
Right arrow Alert me when eLetters are posted
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in ISI Web of Science
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Download to citation manager
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Kibble, J.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Kibble, J.
ADV PHYSIOL EDUC 31:253-260, 2007
© 2007 American Physiological Society

TEACHING WITH TECHNOLOGY

Use of unsupervised online quizzes as formative assessment in a medical physiology course: effects of incentives on student participation and performance

Jonathan Kibble

Department of Physiology and Neuroscience, St. George's University, Grenada, West Indies

Address for reprint requests and other correspondence: J. Kibble, Memorial Univ. of Newfoundland, Div. of Biomedical Sciences, Faculty of Medicine, The Health Sciences Center, St. John's, NL, Canada A1B 3V6 (e-mail: jonathan.kibble{at}med.mun.ca)

Abstract

Online quizzes were introduced into a large Medical Physiology class to provide students with formative assessment before midterm and final summative examinations. Use of unsupervised online quizzes was chosen to provide a flexible supplementary learning tool for students without overwhelming a small faculty. Several quiz models were applied, which varied in the availability of course credit points for participation and performance. The aims of the study were to investigate if participation in formative assessment was associated with improved course outcomes, if offering incentives for completing quizzes affected student participation, and if quiz performance was predictive of summative examination outcomes. Results showed that students who elected to use online quizzes performed better in summative examinations. Offering course credit of between 0.5% and 2% per quiz increased student participation. However, evidence was found for widespread inappropriate use of unsupervised online quizzes when incentives for participation were applied. Predictive validity of online quizzes could be demonstrated when comparing the first of several quiz attempts with subsequent summative examination scores.

Key words: web based






HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
Visit Other APS Journals Online
Copyright © 2007 by the American Physiological Society.