Using Web-Based Quizzing to Improve Exam Performance: Lessons Learned

David B. Daniel · John P. Broida

56 citations0/0 files storedTeaching of Psychology

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Online and Blended Learning Student Assessment and Feedback Innovative Teaching Methods

Abstract

This study examined the utility of Web-based quizzing. We assigned 3 classes to a no-quiz, in-class quiz, or Web-based quiz condition. Midsemester results demonstrated a positive effect for in-class quizzing but not Web-based quizzing. After several adjustments in quiz presentation and duration, the Web-based group increased exam performance to a level equivalent to the in-class quiz group for the second half of the semester. These results illustrate that online quizzing can be as effective as in-class quizzing, but only under specific conditions.

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2000Assessing and Promoting Student Learning: Blurring the Line between Teaching and Testing 2001Effective Student Use of Computerized Quizzes 1999Measuring study time distributions: Implications for designing computer-based courses

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2013Improving Students’ Learning With Effective Learning Techniques 2017Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements 2010How Accurate Is Peer Grading?

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