Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set

Abstract

In recent years, online tools have increasingly contributed to both course delivery and assessment across various domains with mixed quantitative results. We examine the introduction of a regular online assessment tool ('e-quiz') delivered by the WebCT Vista content management system to a large first-year quantitative methods course at UNSW, Sydney (Australia). Unique aspects of this study include the quantitative (mathematical) nature of the online learning, the larger than usual sample size (n > 1500 in toto), the inclusion of several difficult-to-obtain explanatory variables, and the high diversity in sub-population attributes. We principally measure the effectiveness of the e-quiz tool from the perspective of student performance in an end of semester closed-book examination. We also consider student opinions and attitudes to the introduction of the online tool. Data taken on attendance at voluntary peerassisted learning classes, used as a proxy for student effort, along with pre-enrolment mathematical aptitude data are used to identify the specific contribution of the e-quiz tool to student learning. We find support for the hypothesis that regular usage of online learning tools (not grade) significantly and positively contributes to student performance. Furthermore, we find that the hypothesis that this improvement is due mainly to improving student feedback is supported by an analysis of student surveys. Finally, in an extension, we consider the use of such low-cost, online quizzes as a possible identifier for 'at-risk' students.

Interactive and Multimedia Contents Associated with a System for Computer-Aided Assessment

“…It was found that the scores of online homework assignments and final grade are strongly correlated in any of the groups. This result is in agreement with the existing literature (Varsavsky, 2004;Roth, Ivanchenko, & Record, 2008;Ruokokoski, 2009;Rasila, Majander, & Malinen, 2010;Angus & Watson, 2009;Huisman & Reedijk, 2012;Rivera, Ochoa, & Perez, 2013) and with the students' opinions gathered in survey.…”

“…With respect to the impact of e-assessments in mathematics the majority of the studies show that e-assessments with formative feedback contribute to student learning and improve student performance on the final course exam (Varsavsky, 2004;Roth, Ivanchenko, & Record, 2008;Ruokokoski, 2009;Rasila, Majander, & Malinen, 2010;Angus & Watson, 2009;Huisman & Reedijk, 2012;Rivera, Ochoa, & Perez, 2013.). However, there are also studies showing that online quizzes do not significantly improve student learning.…”

Using PeerWise to develop a contributing student pedagogy for postgraduate psychology

“…The purpose of the quizzes was to ensure students came to class informed, thereby transforming class time from content-heavy didactic lectures to interaction-rich use of debate, discussion, modelling and practice of clinical skills. Using online quizzes in a similar way has been successful in improving student engagement and learning outcomes across a range of disciplines and blended learning contexts (Angus & Watson, 2009;Kibble, 2011;McKenzie et al, 2013;Peat & Franklin, 2002;Stull, Varnum, Ducette, Schiller, & Bernacki, 2011).…”

Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes

“…Henly 2003) to mainly summative online tests (e.g. Marriott 2009), while Angus and Watson (2009) describe a model that combines formative with summative principles by allowing multiple attempts and using the best attempt for marking purposes. Automatically generated feedback may give information about whether an answer is correct or not, sometimes followed by in-class clarification of common misconceptions (e.g.…”