ABSTRACT

Formative assessments have been shown to improve student success; however, the format in which these assessments are implemented has not been well researched. In this study, individual Anatomy and Physiology lab sections were administered formative assessments composed of either a projected (i.e. ‘shared-display’) quiz presentation or a pen-and-paper quiz presentation. Students’ performance, as well as their answer-changing behaviours, were recorded to compare the effect of these two assessment formats. We found no significant difference in mean quiz grade between shared-display and pen-and-paper assessments, nor did answer-changing frequency differ by treatment. Student answer-changing success rate – a measure of how often a student changed an answer and their new response was correct – was found to have a weak but significant positive correlation with mean quiz grade. Our findings suggest that the assessment presentation format does not significantly affect student performance and that, given the population sampled, answer-changing tended to benefit students’ final quiz grade. Therefore, projecting images for use in formative assessments provides an alternative to traditional pen-and-paper administration with no apparent detriment or advantage to student success.

摘要

形成性评估已被证明可以提高学生的成功率；然而，实施这些评估的形式还没有得到很好的研究。在这项研究中，对各个解剖学和生理学实验室部分进行了形成性评估，包括投影（即“共享展示”）测验演示或纸笔测验演示。学生的表现以及他们改变答案的行为都被记录下来，以比较这两种评估形式的效果。我们发现共享展示和纸笔评估之间的平均测验成绩没有显着差异，改变答案的频率也没有因治疗而异。学生改答案成功率– 衡量学生更改答案的频率和他们的新答案是正确的 – 被发现与平均测验成绩有微弱但显着的正相关。我们的研究结果表明，评估演示格式不会显着影响学生的表现，而且鉴于抽样人群，改变答案往往有利于学生的最终测验成绩。因此，用于形成性评估的投影图像提供了传统纸笔管理的替代方案，对学生的成功没有明显的损害或优势。