Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

Maclean, Gillis A. C.; McKeown, Paul C. M.

doi:10.1080/00779954.2012.707530

Cited by 6 publications

(2 citation statements)

References 24 publications

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“…Moreover, this method is unable to produce randomized quizzes or multiple practice experiences. From the standpoint of the delivery cost, paper-based quizzes are costly to write and mark, while online quizzes have a marginal cost close to zero [21]. Ozarslan and Ozlem Ozan (2016) studied two student groups and noted that students who took self-assessment quizzes regularly had higher grades on their final exam than students who did not have any experience with online quizzes [22].…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

The

Usagawa²

2018

Int. J. Emerg. Technol. Learn.

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Universities in developing counties have come to understand that relying on only traditional classrooms is not sufficient to advance students’ knowledge and skills. The rapid development of information systems and internet technology has brought many educational innovations that can eliminate the boundaries of conventional teaching and learning. However, universities and their members including students are still experiencing challenges in understanding how to access e-learning practically and what type of direct benefits can be gained before e-learning can be implemented at their universities. Consequently, this study develops a pilot program for e-learning content based on quizzes and delivers that content to inexperienced students. The current work aims to measure the effectiveness of e-learning experiences on students after practicing through online quizzes. The findings indicate that students have better grades on their final post-test, which was taken after self-study and practice with online quizzes. All the third-year students (24 students in total) from the Department of Computer Engineering and Information Technology (CEIT), Yangon Technological University (YTU), Myanmar, participated in these pilot e-learning tests. The paper also examines the relationships among e-learning study-time, number of accesses, the number of online activities, the number of quiz activities and the improvements in outcomes of students. The findings of this research will be useful for the universities from Development in establishing e-learning education.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

The

Usagawa²

2018

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

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“…That way more focused feedback and instructions can be given to students. Conventional take-home formative tests and online quizzes are compared using data from six semesters of an economics course (Maclean & McKeown, 2013). Both approaches aimed to engage students in learning and the characteristics of each approach were considered.…”

Section: Literature Reviewmentioning

confidence: 99%

Fostering Student Engagement in a Mobile Formative Assessment System for High-School Economics

Lazarinis

Kanellopoulos

2021

SER

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In a mobile learning environment, students can learn via mobile devices without being limited by time and space. Therefore, it is vital to develop tools to assist students to learn and assess their knowledge in such environments. This paper presents a tool/application for formative self-assessment. The tool supports the selection of questions based on user-defined criteria concerning (1) the difficulty level; (2) the associated concepts; and (3) the purposes of the test taker. The main purpose of the presented tool is to better support the learning aims of the participants and to increase their engagement in the learning process. The focus of this study is to evaluate the tool using quizzes in Microeconomics to realize its potential in this specific domain. Teachers and students were involved in the experiments conducted. The experiments demonstrated that the presented tool is usable; it motivates the students and improves their understanding.

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Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements

2017

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Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

Cited by 6 publications

References 24 publications

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

Effectiveness of E-learning Experience through Online Quizzes: A Case Study of Myanmar Students

Fostering Student Engagement in a Mobile Formative Assessment System for High-School Economics

Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements

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