Research Article
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Formative Learning Assessment with Online Quizzing: Comparing Target Performance Grade and Best Performance Grade Approaches

Year 2022, Volume: 7 Issue: 2, 297 - 306, 06.07.2022
https://doi.org/10.53850/joltida.1036295

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.

References

  • Andergassen, M., F. Modritscher, and G. Neumann (2014), “Practice and Repetition during Exam Preparation in Blended Learning Courses: Correlations With Learning Results,” Journal of Learning Analytics, 1 (1), 48-74.
  • Angus, S.D. and J. Watson, (2009), “Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set,”British Journal of Educational Technology, 40 (2), 255–272.
  • Bell, B., and B. Cowie, (2001), “The Characteristics of Formative Assessment in Science Education,” Science Education, 85, 536–553.
  • Brown, E., G. Gibbs, and C. Glover, (2003), “Evaluation tools for investigating the impact of assessment regimes on student learning. Bioscience Education, 2:1, 1-7. Cohen, J. & P Cohen, (1983), Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, Hillsdale, New Jersey: Erlbaum Press.
  • DeSousa, E. and M. Fleming, (2003), “A Comparison of In-Class and Online Quizzes on Student Exam Performance,” Journal of Computing in Higher Education, 14 (2), 121-134.
  • Gikandi, J.W., D. Morrow, and N.E. Davis, (2011), “Online formative assessment in higher education: A review of the literature,” Computers & Education, 57, 2333–2351.
  • Hagstrom, F., (2006), “Formative Learning and Assessment,” Communication Disorders Quarterly, 28(1). 24–36.
  • Jacoby, J.C., S. Heugh, C. Bax, and C. Branford-White, (2014), “Enhancing learning through formative assessment,” Innovations in Education and Teaching International, 51 (1), 72–83.
  • Kupper-Tetzel, C.E., E. Erdfelder, and O. Dickhauser, (2014), “The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary,” Instructional Science, 42:373 388.
  • Roediger III, H.L. and J.D. Karpick, (2006), “The Power of Testing Memory: Basic Research and Implications for Educational Practice,” Perspectives on Psychological Science, 1 (3), 181- 210.
  • Tulving, E., (1967), “The Effects of Presentation and Recall of Material in Free-Recall Learning,” Journal of Verbal Learning and Verbal Behavior, 6, 175-184.
  • Wellington, W., D. Hutchinson, and A. J. Faria, (2015), “The Effectiveness of Online Quizzing as a Repetitive Learning Tool in a Marketing Class: A Field Study of the Testing Effect,” Developments in Business Simulation and Experiential Learning, 42, 42-49.
Year 2022, Volume: 7 Issue: 2, 297 - 306, 06.07.2022
https://doi.org/10.53850/joltida.1036295

Abstract

References

  • Andergassen, M., F. Modritscher, and G. Neumann (2014), “Practice and Repetition during Exam Preparation in Blended Learning Courses: Correlations With Learning Results,” Journal of Learning Analytics, 1 (1), 48-74.
  • Angus, S.D. and J. Watson, (2009), “Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set,”British Journal of Educational Technology, 40 (2), 255–272.
  • Bell, B., and B. Cowie, (2001), “The Characteristics of Formative Assessment in Science Education,” Science Education, 85, 536–553.
  • Brown, E., G. Gibbs, and C. Glover, (2003), “Evaluation tools for investigating the impact of assessment regimes on student learning. Bioscience Education, 2:1, 1-7. Cohen, J. & P Cohen, (1983), Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences, Hillsdale, New Jersey: Erlbaum Press.
  • DeSousa, E. and M. Fleming, (2003), “A Comparison of In-Class and Online Quizzes on Student Exam Performance,” Journal of Computing in Higher Education, 14 (2), 121-134.
  • Gikandi, J.W., D. Morrow, and N.E. Davis, (2011), “Online formative assessment in higher education: A review of the literature,” Computers & Education, 57, 2333–2351.
  • Hagstrom, F., (2006), “Formative Learning and Assessment,” Communication Disorders Quarterly, 28(1). 24–36.
  • Jacoby, J.C., S. Heugh, C. Bax, and C. Branford-White, (2014), “Enhancing learning through formative assessment,” Innovations in Education and Teaching International, 51 (1), 72–83.
  • Kupper-Tetzel, C.E., E. Erdfelder, and O. Dickhauser, (2014), “The lag effect in secondary school classrooms: Enhancing students’ memory for vocabulary,” Instructional Science, 42:373 388.
  • Roediger III, H.L. and J.D. Karpick, (2006), “The Power of Testing Memory: Basic Research and Implications for Educational Practice,” Perspectives on Psychological Science, 1 (3), 181- 210.
  • Tulving, E., (1967), “The Effects of Presentation and Recall of Material in Free-Recall Learning,” Journal of Verbal Learning and Verbal Behavior, 6, 175-184.
  • Wellington, W., D. Hutchinson, and A. J. Faria, (2015), “The Effectiveness of Online Quizzing as a Repetitive Learning Tool in a Marketing Class: A Field Study of the Testing Effect,” Developments in Business Simulation and Experiential Learning, 42, 42-49.
There are 12 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Mark Lubrick 0000-0003-2420-5150

Bill Wellington This is me 0000-0003-3077-4114

Publication Date July 6, 2022
Submission Date December 14, 2021
Published in Issue Year 2022 Volume: 7 Issue: 2

Cite

APA Lubrick, M., & Wellington, B. (2022). Formative Learning Assessment with Online Quizzing: Comparing Target Performance Grade and Best Performance Grade Approaches. Journal of Learning and Teaching in Digital Age, 7(2), 297-306. https://doi.org/10.53850/joltida.1036295

Journal of Learning and Teaching in Digital Age 2023. © 2023. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 19195

Journal of Learning and Teaching in Digital Age. All rights reserved, 2023. ISSN:2458-8350