Title

The Effects of Formative Assessment, Pre-lecture Online Chapter Quizzes, and Student-initiated Inquiries to the Instructor on Academic Achievement

Document Type

Article

Publication Date

2011

Publication Title

Educational Research and Evaluation

Volume

17

Issue

4

First page number:

253

Last page number:

262

Abstract

This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person contacts was negatively related. The number of quizzes taken in the first section of the course was positively related, while the number of quizzes taken in subsequent sections of the course was not related, nor was quiz performance. Perhaps providing the opportunity to take the quizzes prompted the students to become involved in the course earlier on, thus establishing a sound basis for the following material. Complementing traditional teaching methods was not intrusive to highly structured course content already in place.

Keywords

Academic Achievement; Computer Assisted Testing; Computer Mediated Communication; Formative Evaluation; Inquiry; Lecture Method; Teacher Student Relationship; Tests; Undergraduate Students

Disciplines

Education | Educational Psychology

Language

English

Permissions

Use Find in Your Library, contact the author, or interlibrary loan to garner a copy of the item. Publisher policy does not allow archiving the final published version. If a post-print (author's peer-reviewed manuscript) is allowed and available, or publisher policy changes, the item will be deposited.


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