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We examined students’ voluntary use of digital self-assessment quizzes as a resource for learning in a large anatomy and physiology lecture course. Students (N = 238) could use 16 chapter quizzes and four analogous unit quizzes to rehearse and self-assess knowledge. Repeated use was uncommon (12%), as was lack of use (13%). Most students (75%) engaged in occasional use of self-assessment quiz items. Exam performance differed between repeated use (84%), occasional use (76%), and no use (72%) groups. Differences were greater among students who lacked prior knowledge of course topics. Quiz use improved performance more for low prior knowledge students, and differences increased over the semester. Overall, repeated users significantly outperformed occasional users (+7.5%) and non users (+11.9%) on course exams
Las Vegas (Nev.)
UNLV Best Teaching Practices Expo 2018
Education | Educational Assessment, Evaluation, and Research | Higher Education and Teaching | Science and Mathematics Education
Utz, Jenifer C. and Bernacki, Matthew L., "Voluntary Web-Based Self-Assessment Quiz Use Improves Exam Performance, Especially for Learners with Low Prior Knowledge" (2018). UNLV Best Teaching Practices Expo. 24.