Formative Learning Assessment with Online Quizzing: Comparing Target Performance Grade and Best Performance Grade Approaches
Abstract
Background: Using online low stakes MCQ quizzing as a formative learning method is common in many introductory courses; allowing for rapid student feedback. Purposes: A comparative study of
two different approaches for administering low stakes multiple choice quizzes as tools to enhance formative learning in a large-lecture introductory marketing course was undertaken.
Methodology/Approach: The sample population was 490 students drawn from two separate cohorts (Fall, n=172; and Winter, n=318). Both cohorts were subjected to 8 sets of quizzes. The Fall cohort’s
quizzes were scored on the basis of a best performance grade (BPG) while the Winter cohort’s were scored employing a target performance grade system (TPG). Learning related outcomes measured
included: overall course percentage grades, scores on midterm and final examinations, performance on an alternative exercise, practice exam performance, class participation activity, and time spent on
the learning management system (LMS). ANCOVA and MANCOVA analyses were undertaken to compare the two treatments using major, university experience, number of weekly course meetings,
number of hours on the LMS, and class participation as covariates. Findings: The results indicated that the TPG cohort performed better than the BPG cohort on the final examination and overall course
grades. The results were statistically significant. They also had higher first attempt scores on weekly quizzes, though not all results were significant. Discussion: The findings indicate that online quizzing
scored using a “Targeted Performance Grade” approach is a more beneficial motivation for formative learning than scoring with a “Best Performance Grade” approach.
two different approaches for administering low stakes multiple choice quizzes as tools to enhance formative learning in a large-lecture introductory marketing course was undertaken.
Methodology/Approach: The sample population was 490 students drawn from two separate cohorts (Fall, n=172; and Winter, n=318). Both cohorts were subjected to 8 sets of quizzes. The Fall cohort’s
quizzes were scored on the basis of a best performance grade (BPG) while the Winter cohort’s were scored employing a target performance grade system (TPG). Learning related outcomes measured
included: overall course percentage grades, scores on midterm and final examinations, performance on an alternative exercise, practice exam performance, class participation activity, and time spent on
the learning management system (LMS). ANCOVA and MANCOVA analyses were undertaken to compare the two treatments using major, university experience, number of weekly course meetings,
number of hours on the LMS, and class participation as covariates. Findings: The results indicated that the TPG cohort performed better than the BPG cohort on the final examination and overall course
grades. The results were statistically significant. They also had higher first attempt scores on weekly quizzes, though not all results were significant. Discussion: The findings indicate that online quizzing
scored using a “Targeted Performance Grade” approach is a more beneficial motivation for formative learning than scoring with a “Best Performance Grade” approach.
Keywords
Formative learning assessment, Low-stakes, Online Quizzing, Best Perfomance, Target Performance
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