Abstract
This exploratory comparative study examined the efficacy of Web-based formative assessments in promoting student performance on in-class summative assessments. Online quizzes were incorporated into one section of a foundational undergraduate social work class (N= 25). Pre- and post-tests were administered to the experimental group (N= 25) and a comparison group (N= 25) which did not have access to the formative assessments. A comparison of pre- and post-test mean differences neared significance (p = .051), with students who took the Web-based quizzes performing only slightly better than those who did not. Instructor evaluations and final course grades were analyzed for triangulation purposes. Implications for the use of instructional technology to broaden pedagogical approaches are discussed.
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