A comparison of in-class and online quizzes on student exam performance

DeSouza, Eros; Fleming, Matthew

doi:10.1007/bf02940941

Cited by 62 publications

(48 citation statements)

References 12 publications

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Section: Literature Reviewmentioning

confidence: 99%

“…Furthermore, a student satisfaction survey was distributed whose results indicated high levels of student satisfaction with the systems usefulness in helping students better understand course concepts. Derouza and Fleming (2003) compared undergraduates who completed quizzes online with students who took traditional paper-based quizzes and found that the marks revealed that students who took the quizzes online significantly outperformed students who took the pencil-and-paper quizzes.Web-based homework management and assessment systems have been shown by Palocsay and Stevens (2008) to expedite grading and assessment while providing targeted teaching to improve learning efficiency; however, after comparing traditional textbook-based homework with a webbased homework and assessment protocol, they concluded that student performance depended significantly upon teacher experience and student academic competence. Applying controls, they postulated that the delivery method did not make a significant difference in determining student success.…”

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The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning

Buzzetto-More

Ukoha

2009

IISIT

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Faculty today are challenged to meet the individualized learning needs of what is frequently a disparate student population while engaging in meaningful assessment of student learning outcomes. Learning styles and levels of preparation vary among students especially in the area of mathematics and the ability to diagnosis deficiencies and remedy needs can increase student success. Computerized homework and test management systems complete with interactive tutorials and targeted remediation exercises are being presented as a means of meeting the individual instructional needs of learners while assisting faculty through the automation of assessment. In particular, a number of studies have indicated positive student learning outcomes results when these programs are implemented into mathematics instruction (Butler & Zerr, 2005; Kennedy, Ellis, Ojen, & Benoit, 2007;Zerr, 2007).The University of Maryland Eastern Shore is a Historically Black University that primarily serves first generation, low income, and minority learners. Over the years, the number of students requiring remedial mathematics instruction has increased dramatically. In order to increase student learning outcomes success, as well as the persistence rates of students, an online homework and assessment system was implemented into all sections of remedial mathematics. Features of the system utilized include interactive tutorial exercises, an online tutoring center, an e-book, sample problems and answers, diagnostic analysis, targeted exercises, online assignments and quizzes, and an online grade book. This paper presents the findings of study that examined student satisfaction and perception of value with respect to the usage of this system as well as impact on student persistence and performance.The results of this study were mixed and marked by high levels of neutrality; however, the findings did indicate that most students felt that the system was easy to use, a valuable learning tool, successful at having helped them to learn course concepts, and an aide that helped them to perform better on their assignments. At the same time, most student responded that they were not satisfied the system. The analysis of the student performance data noted a significant decrease in student withdrawal rates and a marked increase in pass rates for the course under consideration. Keywords:Web-based learning, elearning, web-based mathematics instruction, online homework remediation, homework management systems, computerized assessment, e-assessment, interactive tutorials, hybrid instruction Literature ReviewThe higher education landscape has changed significantly in recent years M aterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2)...

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Section: Literature Reviewmentioning

confidence: 99%

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confidence: 99%

The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning

Buzzetto-More

Ukoha

2009

IISIT

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“…DeSouza and Fleming show that students who practice for exams using online quizzes outperform peers who take traditional paper and pencil quizzes [1]. Freeman et al [2] indicate that online graded practice exams, as part of a strategy of active learning exercises, increase the performance of students in introductory biology, especially those at high risk for failing the course.…”

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confidence: 99%

The effect of access time on online quiz performance in large biology lecture courses

Metz

2008

Biochem Molecular Bio Educ

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To better understand the dynamics of online student test taking, including the likelihood of cheating by large numbers of students, we examined test-taking patterns and outcomes of weekly online quizzes in two large undergraduate biology lecture courses. Students taking a quiz late in a 1-3-day quiz access period performed 10-15% worse on quizzes than the students who completed the quiz early. Quiz access time was also negatively correlated with performance in other course components and course grades. These patterns suggest that academic dishonesty was not a determinant in unsupervised online quiz performance. Students generally completed quizzes in late afternoon or evening hours, but students who completed quizzes between midnight and 8 a.m. had significantly lower quiz grades than their peers. In addition, upper-division students were more likely to characterize weekly online quizzes as more helpful for their learning than the lower-division students.Keywords: Biology, cheating, web-based instruction, online examination.The use of online course management systems (CMS) 1 such as Blackboard, WebCT, and Moodle is becoming more common in higher education. In spring 2007, Montana State University (MSU), Bozeman, offered 299 courses on campus with a CMS component and 59 distance education courses delivered via CMS. Over 8,800 of MSU's 12,000 students (73%) had at least one course that used Web-CT in the school year [2006][2007]. In this article, we examine student performance on weekly, graded, online quizzes in two large biology lecture courses. We hypothesized that the majority of students would access the quiz late in the access period, and also hypothesized that average scores would increase over the access period as early quiz-takers shared information about quiz content with fellow students.Web-based activities, including online quizzes, can increase student performance in a course, suggesting that these activities are worthwhile. DeSouza and Fleming show that students who practice for exams using online quizzes outperform peers who take traditional paper and pencil quizzes [1]. Freeman et al. [2] indicate that online graded practice exams, as part of a strategy of active learning exercises, increase the performance of students in introductory biology, especially those at high risk for failing the course. Riffell and Sibley [3] also show that hybrid course formats that use online assignments to promote active learning improve student performance. Web-based activities also provide greater flexibility for students to choose when they will complete activities, and may increase student learning by increasing the participation in course activities [4,5].One great concern in using online assignments, particularly online testing, is the potential for academic dishonesty. Even in the absence of computers, it is clear that cheating is prevalent in our educational system [6]. At least 70% of high-school students admit to having cheated [7]. More recent studies commissioned by the Educational Testing Service (ETS) ind...

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“…Computer-based tests can reduce the time needed to set up, grade, and report on assessments. They can be used in flexible ways, offering "on demand" assessment at times to suit individual students and educators (DeSouza & Fleming, 2003). Marking may be done automatically, especially with formats such as multiple-choice.…”

Section: Computer-based Testing Is a First Step Towards Transformativmentioning

confidence: 99%

Dual modes for written assessments: Examining validity and reliability

Eyre¹

2015

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Computer-based testing is on the increase, especially for large-scale assessments where there are advantages for manageability, administration, and reporting. In Aotearoa/new Zealand, nZQA has announced plans to move nCeA examinations to an online platform, with a dual-assessment model available for selected levels and subjects from 2016. The dual-assessment approach appears to reflect an assumption that results in either mode are comparable, and that both approaches test the same set of skills. However, there is evidence that differences between computer-and paper-based modes exist, and that these have the potential to compromise the validity and reliability of these dual assessments. This article argues that these differences, especially when students are required to demonstrate their understanding through written responses, have the potential to create an unfair situation that disadvantages some groups of students. This may lead to a widening of the gap between our lowest and highest achieving students.

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A comparison of in-class and online quizzes on student exam performance

Cited by 62 publications

References 12 publications

The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning

The Efficacy of a Web-Based Instruction and Remediation Program on Student Learning

The effect of access time on online quiz performance in large biology lecture courses

Dual modes for written assessments: Examining validity and reliability

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