Abstract
In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.
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Zijlstra, SJ.J., Sugeng, E.J., Draaijer, S., van de Bor, M. (2015). Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students. In: Ras, E., Joosten-ten Brinke, D. (eds) Computer Assisted Assessment. Research into E-Assessment. TEA 2015. Communications in Computer and Information Science, vol 571. Springer, Cham. https://doi.org/10.1007/978-3-319-27704-2_15
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DOI: https://doi.org/10.1007/978-3-319-27704-2_15
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