Presentation Description
Korakrit Imwattana1
1 Faculty of Medicine Siriraj Hospital, Mahidol University
1 Faculty of Medicine Siriraj Hospital, Mahidol University
Background:
With the increased accessibility and versatility, educators started using online quizzes for formative and summative evaluations. However, the difficulty in the regulation (e.g. students may ask their friends or use unauthorized tools to help with the quiz) may result in the inaccuracy of the method.
With the increased accessibility and versatility, educators started using online quizzes for formative and summative evaluations. However, the difficulty in the regulation (e.g. students may ask their friends or use unauthorized tools to help with the quiz) may result in the inaccuracy of the method.
Summary of work:
At Siriraj Hospital. During the two-month Principles of Microbiology course, 5 online quizzes, containing random questions from a large pool of test items, were used as milestone tests to evaluate knowledge outcomes. These quizzes were loosely regulated (e.g. there was no time nor attempt limit and students could use any tools to help with the quiz). The students (n = 320) had to pass each quiz once and could revisit the quizzes as many times as they wanted, with immediate feedback after each attempt. At the end of the course, students took an on-site, well-regulated summative examination to formally evaluate their competence.
At Siriraj Hospital. During the two-month Principles of Microbiology course, 5 online quizzes, containing random questions from a large pool of test items, were used as milestone tests to evaluate knowledge outcomes. These quizzes were loosely regulated (e.g. there was no time nor attempt limit and students could use any tools to help with the quiz). The students (n = 320) had to pass each quiz once and could revisit the quizzes as many times as they wanted, with immediate feedback after each attempt. At the end of the course, students took an on-site, well-regulated summative examination to formally evaluate their competence.
Results:
There was a strong correlation between the online quiz and the summative scores (p = 0.013). Further analysis shows that students who performed well in the summative examination had the following characteristics; [1] they tried to pass the online quizzes in the early attempts (p < 0.001), [2] they continued to revisit the quizzes after passing (p = 0.011) and [3] tried further to improve their quiz scores (p = 0.002).
There was a strong correlation between the online quiz and the summative scores (p = 0.013). Further analysis shows that students who performed well in the summative examination had the following characteristics; [1] they tried to pass the online quizzes in the early attempts (p < 0.001), [2] they continued to revisit the quizzes after passing (p = 0.011) and [3] tried further to improve their quiz scores (p = 0.002).
Discussion and conclusion:
The results suggest that diligence may be more important than intelligence in Medical Microbiology; a helpful guide for future students. Regarding online quizzes, although they cannot yet replace traditional examinations, they can be used as milestone tests, and the careful monitoring of the quiz progression during the course can help identify students who may need extra attention.
The results suggest that diligence may be more important than intelligence in Medical Microbiology; a helpful guide for future students. Regarding online quizzes, although they cannot yet replace traditional examinations, they can be used as milestone tests, and the careful monitoring of the quiz progression during the course can help identify students who may need extra attention.
Take-home message:
Online quizzes can be used in addition to formal examinations to help monitor students.
Online quizzes can be used in addition to formal examinations to help monitor students.
References (maximum three)
1. Dobson JL. The use of formative online quizzes to enhance class preparation and scores on summative exams. Adv Physiol Educ. 2008 Dec;32(4):297-302.
2. Irons A. Enhancing Learning Through Formative Assessment and Feedback. Abingdon, UK: Routledge; 2008.
3. Brown GA, Bice MR, Shaw BS, Shaw I. Online quizzes promote inconsistent improvements on in-class test performance in introductory anatomy and physiology. Adv Physiol Educ. 2015 Jun;39(2):63-6.