Online Feedback Assessments in Physiology: Effects on Students' Learning Experiences and Outcomes

Autor/inn/en	Marden, Nicole Y.; Ulman, Leslie G.; Wilson, Fiona S.; Velan, Gary M.
Titel	Online Feedback Assessments in Physiology: Effects on Students' Learning Experiences and Outcomes
Quelle	In: Advances in Physiology Education, 37 (2013) 2, S.192-200 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00092.2012
Schlagwörter	Feedback (Response); Learning Experience; Physiology; Science Instruction; Formative Evaluation; Introductory Courses; Computer Assisted Testing; Internet; Multiple Choice Tests; Online Surveys; Student Attitudes; Achievement Gains; Undergraduate Students; Student Surveys; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Lernerfahrung; Physiologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülerverhalten; Achievement gain; Leistungssteigerung; Schülerbefragung; Ausland; Australien
Abstract	Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes. (Contains 3 tables and 3 figures.) (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10