Theme
Assessment: Written and Feedback
INSTITUTION
Medical Physiology, University Medical Centre Utrecht
Centre for Teaching and Learning, Utrecht University
Centre for research and Development of Education, University Medical Centre Utrecht
Online formative tests (OFTs) are powerful tools to direct student learning behaviour, especially when enriched with specific feedback1. OFT can be used in combination with video lectures. Video recordings of lectures are increasingly used and generally appreciated by students, but recordings alone do not necessarily result in better academic scores2. Students need stimulus to study them.
The aim is to investigate the effect of OFTs enriched with (hyper-)links to microlectures on study result.
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The upper panel illustrates an overview of the course (time scale in weeks). Arrows indicate the avialability of OFTs during the course. MQC indicates the timing of the MCQ-midterm exams, whereas 'essay' represents the open-ended final exam.
Each OFT consisted of 30 items that were randomly picked from an item pool. OFT items were comparable but not similar to midterm exam questions. Correct answers were confirmed with general feedback and more extensive feedback was given for errors.
The panel below depicting a screenshot of the attached video represents an example of both general and extensive feedback incorporated in a formative test item.
On average 85 students used OFTs (OFT+) while preparing for the midterm exams, whereas 30 did not (OFT-).
Scores are represented as Dutch grade marks (on a scale from 0-10). Previous academic achievement was used as a covariate in statistical analyses.
Average corrected scores for the Circulatory and Renal midterm exams were significantly higher for OFT+ students compared to OFT-. Results for the Respiratory midterm exam approached significance (p=0.064). Overall final (essay) exam scores were higher for OFT+, although not significant.
Use of OFTs helped students to achieve better grades, especially in highly aligned summative tests3.
1) GIKANDI, J., MORROW, D, et al. 2011.
Computers and education.
2) MCKINNEY, A. A. & PAGE, K. 2009.
Nurse Education in Pratice.
3) BIGGS, J. 1999
Higher Education Research & Development.
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