Kibble Jonathan
Department of Physiology and Neuroscience, St. George's University, Grenada, West Indies.
Adv Physiol Educ. 2007 Sep;31(3):253-60. doi: 10.1152/advan.00027.2007.
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.
在线测验被引入一门大型医学生理学课程，以便在期中考试和期末考试前为学生提供形成性评估。选择使用无监督在线测验，为学生提供一种灵活的补充学习工具，同时不会给少量教员带来过重负担。应用了几种测验模式，这些模式在参与和表现所获课程学分点数的可用性方面有所不同。该研究的目的是调查参与形成性评估是否与课程成绩提高相关，提供完成测验的激励措施是否会影响学生参与度，以及测验表现是否能预测总结性考试成绩。结果表明，选择使用在线测验的学生在总结性考试中表现更好。每次测验提供0.5%至2%的课程学分增加了学生的参与度。然而，发现当应用参与激励措施时，存在无监督在线测验被广泛不当使用的证据。当将几次测验尝试中的第一次与随后的总结性考试成绩进行比较时，可以证明在线测验的预测效度。
