Reduced performance on examinations following untimed short assessments |
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| Institution: | 1. Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, SC, USA;2. Department of Microbiology, Miami University, Oxford, OH, USA;3. Department of Biology, Miami University Middletown, Middletown, OH, USA;4. Department of Pathology, Prisma Health-Upstate, Greenville, SC, USA |
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| Abstract: | The internet has allowed for the online asynchronous assessment of acquired knowledge; however, the delivery formats of these online assessments do require evaluation. To this end, the summative examination and preceding formative quiz performances of students enrolled in a freshman-level course were evaluated between four cohorts in which each cohort was administered formative quizzes differing in testing location (in-class versus online), time limitation and ability to use notes. Results indicate decreased monitoring of formative quizzes such as those that are untimed and delivered online leads to increased formative performance but decreased performance on proceeding summative examinations. While the use of online testing may appear enticing, care must be taken to ensure student learning. |
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| Keywords: | Online learning Formative assessment Timed assessment Online quiz Assessment format |
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