The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement

Abstract

This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person contacts was negatively related. The number of quizzes taken in the first section of the course was positively related, while the number of quizzes taken in subsequent sections of the course was not related, nor was quiz performance. Perhaps providing the opportunity to take the quizzes prompted the students to become involved in the course earlier on, thus establishing a sound basis for the following material. Complementing traditional teaching methods was not intrusive to highly structured course content already in place.

Keywords:

• formative assessment
• summative assessment
• pre-lecture quizzes
• academic achievement
• undergraduate
• traditional teaching method
• online quizzes
• active learning
• pre-lecture activity