What is more effective: a daily or a weekly formative test?

被引：7

作者：

Palmen, Leonieke N. ^{[1
]}

Vorstenbosch, Marc A. T. M. ^{[1
]}

Tanck, Esther ^{[2
]}

Kooloos, Jan G. M. ^{[1
]}

机构：

[1] Radboud Univ Nijmegen, Med Ctr Nijmegen, Dept Anat, POB 9101, NL-6500 Nijmegen, Netherlands

[2] Radboud Univ Nijmegen, Med Ctr, Orthopaed Res Lab, Nijmegen, Netherlands

来源：

PERSPECTIVES ON MEDICAL EDUCATION | 2015年 / 4卷 / 02期

关键词：

Formative test; Student participation; Student satisfaction;

D O I：

10.1007/s40037-015-0178-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background Exams in anatomy courses are traditionally summative. Formative testing induces retrieval practice, provides feedback and enhances learning results. We investigated the optimal frequency for retrieval practice during an anatomy course. Method During a first-year course, students were offered four online daily quizzes a week that assessed thoracic anatomy. Once a week they received a quiz about abdominal anatomy. Students immediately received feedback afterwards. In the fourth course week, a survey about participation and satisfaction was taken. 424 students participated in the final summative exam. Trunk wall questions were used as a control. Relationship between participation and test results was investigated with a one-way ANOVA. Results More frequent participation in formative tests was correlated to higher scores in the summative exam with no difference between daily and weekly quizzes. This effect was found for thorax-abdomen and 'control' trunk wall questions. Participation in weekly quizzes was higher (p<0.001). All survey responses showed a significant difference in favour of the weekly quiz (p<0.001). Discussion and conclusion Participation in formative quizzes was correlated to summative exam scores. This correlation was not specific for the material tested, probably because of diligence. Student participation and preference were much higher in weekly quizzes.

引用

页码：73 / 78

页数：6

共 26 条

[1]

[Anonymous], 2007, THESIS

[2] Does expanded retrieval produce benefits over equal-interval spacing? Explorations of spacing effects in healthy aging and early stage Alzheimer's disease [J].

Balota, DA ;

Duchek, JM ;

Sergent-Marshall, SD ;

Roediger, HL .

PSYCHOLOGY AND AGING, 2006, 21 (01) :19-31

[3] The determinants of undergraduate degree performance: how important is gender? [J].

Barrow, Michael ;

Reilly, Barry ;

Woodfield, Ruth .

BRITISH EDUCATIONAL RESEARCH JOURNAL, 2009, 35 (04) :575-597

[4]

Bernard H., 1993, J RES CHRISTIAN ED, V2, P213, DOI [https://doi.org/10.1080/10656219309484785, DOI 10.1080/10656219309484785]

[5]

Bernard H., 1995, J RES DEV ED, V28, P91

[6] When will I succeed in my first-year diploma? Survival analysis in Dutch higher education [J].

Bruinsma, Marjon ;

Jansen, Ellen P. W. A. .

HIGHER EDUCATION RESEARCH & DEVELOPMENT, 2009, 28 (01) :99-114

[7] Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses [J].

Butler, Andrew C. ;

Karpicke, Jeffrey D. ;

Roediger, Henry L., III .

JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION, 2008, 34 (04) :918-928

[8] Long-term effects of testing on the recall of nontested materials [J].

Chan, Jason C. K. .

MEMORY, 2010, 18 (01) :49-57

[9]

Crowder R, 1976, PRINCIPLES LEARNING, P264

[10] Motivating student learning using a formative assessment journey [J].

Evans, Darrell J. R. ;

Zeun, Paul ;

Stanier, Robert A. .

JOURNAL OF ANATOMY, 2014, 224 (03) :296-303

← 1 2 3 →