Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

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1. In cats anaesthetized with pentobarbitone sodium (45 mg kg-'), electrical stimulation of the parasympathetic nerve fibres to the nasal mucosa evoked frequency-dependent increases in nasal arterial blood flow whereas stimulation of the superior cervical sympathetic nerve induced marked vasoconstriction. 2. Sympathetic nerve stimulation for 3 min at 10 Hz evoked significant (P < 0 05) and prolonged (> 30 min) attenuation of the vasodilatory response to subsequent parasympathetic stimulation. 3. Combined pretreatment with adrenergic and cholinergic blockers reduced the vasoconstrictory effect of sympathetic stimulation by 28 + 4% (mean + S.E.M.) and the parasympathetically evoked vasodilatation by 20 + 5%. 4. The vasodilatory effects of exogenous vasoactive intestinal polypeptide, peptide histidine isoleucine and galanin, and the vasoconstrictory effects of exogenous neuropeptide Y (NPY) and a,,-methylene adenosine 5'-triphosphate were not altered by adrenoceptor antagonists and atropine whereas the effects of exogenous noradrenaline and acetylcholine were virtually abolished. 5: The atropine-resistant parasympathetic vasodilatation remained significantly attenuated for more than 30 min after the non-adrenergic sympathetically evoked vasoconstriction. 6. Exogenous NPY (25 x 10 9 mol) mimicked the effect of sympathetic stimulation in attenuating subsequent parasympathetically evoked vasodilatation.