The Effect of Online Formative Self-Assessment on Academic Performance of Chiropractic Students

Munyeong Choi,Mark E Murdock

doi:10.22158/wjer.v7n1p52

Abstract

The main objectives of this study are: 1. Evaluate the degree of utilization of online, formative self-assessment (OFSA); 2. To evaluate the effect of OFSA on summative final exam (SFE) scores. The design of the study involved students having the opportunity to take a total of eight weekly OFSA quizzes voluntarily, outside of class time and throughout the academic term. Demographic, utilization and SFE scores were collected and analyzed. The results included: 1. high participation rate with 93% (N = 173) of the total number of students having taken at least one or more quizzes and 53% (N = 98) of students took at least four or more OFSA quizzes. 2. There was a 0.72 (p=.008; CI: .196 to 1.253) increase of SFE scores per quiz taken as per linear regression. The correlation was mildly, positive (r = .194, p < .01). In post hoc analysis, the mean SFE score of the frequent (4 or more quizzes) OFSA takers was 3.52 higher than that of the infrequent (3 or fewer quizzes) takers (p < .01). Based on the results, OFSA may offer a complementary learning tool for students in a Chiropractic program.

Highlights

High quality formative assessment is an important component in learning and has many positive effects on students’ academic performance including what is learned and students’ attitudes toward learning, effective study habits, self-regulation and time management (Mogali, Rotgans, Rosby, Ferenczi, & Low Beer, 2019; Olson & McDonald, 2004; Sadler, 1989)
With regard to the research methodologies and results presented in this article, we are unaware of similar reports in which the efficacy of formative assessment via electronic methodologies involving regular and weekly commitment instead of one-time formative assessment has been evaluated in chiropractic education
In order to add to the knowledge base of chiropractic education literature, an online mode of executing eight weekly consecutive OFSA quizzes was performed to find out the possible relationship between the number of OFSA quizzes taken and students’ academic performance on summative assessment including midterm and the final examinations

Summary

Introduction

High quality formative assessment is an important component in learning and has many positive effects on students’ academic performance including what is learned and students’ attitudes toward learning, effective study habits, self-regulation and time management (Mogali, Rotgans, Rosby, Ferenczi, & Low Beer, 2019; Olson & McDonald, 2004; Sadler, 1989). In addition to helping students acquire knowledge necessary for summative assessment, formative assessment can affect students’ emotion in a positive way such as reducing test anxiety, improving self-esteem and fostering a sense of competence (Jerrell & Betty, 2005; Miller & Lavin, 2007). With regard to the research methodologies and results presented in this article, we are unaware of similar reports in which the efficacy of formative assessment via electronic methodologies involving regular and weekly commitment instead of one-time formative assessment has been evaluated in chiropractic education. In order to add to the knowledge base of chiropractic education literature, an online mode of executing eight weekly consecutive OFSA quizzes was performed to find out the possible relationship between the number of OFSA quizzes taken and students’ academic performance on summative assessment including midterm and the final examinations

Objectives

Methods

Findings

Discussion

Conclusion