Exam Scores Research Articles

Grading exams using large language models: A comparison between human and AI grading of exams in higher education using ChatGPT

AbstractThis study compares how the generative AI (GenAI) large language model (LLM) ChatGPT performs in grading university exams compared to human teachers. Aspects investigated include consistency, large discrepancies and length of answer. Implications for higher education, including the role of teachers and ethics, are also discussed. Three Master's‐level exams were scored using ChatGPT 3.5, and the results were compared with the teachers' scoring and the grading teachers were interviewed. In total, 463 exam responses were graded. With each response being graded at least three times, a total of 1389 gradings were conducted. For the final exam scores, 70% of ChatGPT's gradings were within 10% of the teachers' gradings and 31% within 5%. ChatGPT tended to give marginally higher scores. The agreement on grades is 30%, but 45% of the exams received an adjacent grade. On individual questions, ChatGPT is more inclined to avoid very high or very low scores. ChatGPT struggles to correctly score questions closely related to the course lectures but performs better on more general questions. The AI can generate plausible scores on university exams that, at first glance, look similar to a human grader. There are differences but it is not unlikely that two different human graders could result in similar discrepancies. During the interviews, teachers expressed their surprise at how well ChatGPT's grading matched their own. Increased use of AI can lead to ethical challenges as exams are entrusted to a machine whose decision‐making criteria are not fully understood, especially concerning potential bias in training data.

Does Lecture Style Matter in Asynchronous Online Interteaching?

Background Although substantial empirical evidence supports interteaching, few studies have investigated the clarifying lecture component, and none have evaluated it in an online course format. Objective This study evaluated the necessity of a clarifying lecture in an asynchronous online course and compared a clarifying lecture (based on student feedback) to brief standard lecture (covering material the instructor thought was difficult). Method Participants were undergraduates ( N = 116) across three sections of an online Psychology of Learning course. An alternating treatments design was used to vary the order of three brief lecture conditions across weeks in the courses: (a) clarifying lecture; (b) standard lecture; and (c) no lecture. Results There were no significant differences in exam scores across the three conditions. However, students scored significantly higher on weekly exams when the lecture conditions were collapsed and compared to no lecture. Most students reported a preference for the clarifying lecture. Conclusion Our findings suggest that both styles of asynchronous lectures positively impacted weekly (but not cumulative final) exam scores. Teaching Implications The efficacy of interteaching was not decreased by altering lecture style. This flexibility eases the course preparation burden on instructors given they could prepare lectures prior to gathering student feedback.

Diagnostic utility of brain MRI volumetry in comparing traumatic brain injury, Alzheimer disease and behavioral variant frontotemporal dementia

BackgroundBrain MRI with volumetric quantification, MRI volumetry, can improve diagnostic delineation of patients with neurocognitive disorders by identifying brain atrophy that may not be evident on visual assessments.ObjectiveTo investigate diagnostic utility of MRI volumetry in traumatic brain injury (TBI), early-onset Alzheimer disease (EOAD), late-onset Alzheimer disease, and behavioral variant frontotemporal dementia (bvFTD).MethodWe utilized 137 participants of TBI (n = 40), EOAD (n = 45), LOAD (n = 32), and bvFTD (n = 20). Participants had 3D T1 brain MRI imaging amendable to MRI volumetry. Scan volumes were analyzed with Neuroreader. One-way ANOVA compared brain volumes across diagnostic groups. Discriminant analysis was done with leave-one-out cross validation on Neuroreader metrics to determine diagnostic delineation across groups.ResultLOAD was the oldest compared to other groups (F = 27.5, p < .001). There were no statistically significant differences in sex (p = .58) with women comprising 54.7% of the entire cohort. EOAD and LOAD had the lowest Mini-Mental State Exam (MMSE) scores compared to TBI (p = .04 for EOAD and p = .01 for LOAD). LOAD had lowest hippocampal volumes (Left Hippocampus F = 13.1, Right Hippocampus F = 7.3, p < .001), low white matter volume in TBI (F = 5.9, p < .001), lower left parietal lobe volume in EOAD (F = 9.4, p < .001), and lower total gray matter volume in bvFTD (F = 32.8, p < .001) and caudate atrophy (F = 1737.5, p < .001). Areas under the curve ranged from 92.3 to 100%, sensitivity between 82.2 and 100%, specificity of 78.1-100%. TBI was the most accurately delineated diagnosis. Predictive features included caudate, frontal, parietal, temporal lobar and total white matter volumes.ConclusionWe identified the diagnostic utility of regional volumetric differences across multiple neurocognitive disorders. Brain MRI volumetry is widely available and can be applied in distinguishing these disorders.

How to improve medical students’ ECG interpretation skills ? Multicenter survey and results of a comparative study evaluating a new educational approach

BackgroundLearning to interpret electrocardiograms (ECGs) is a crucial objective in medical education. Despite its importance, errors in ECGs interpretation are common, and the optimal teaching methods have not yet been clearly established.ObjectivesTo evaluate students’ confidence in ECGs analysis and their opinion on current teaching methods, and to assess the effectiveness of a new ECG educational approach.MethodsFirst, we conducted a survey on ECG learning among fourth to sixth-year medical students. Second, a 5-week multicenter comparative study was conducted with fourth-year medical students during their cardiology internship. Two different teaching methods were used, assigned by center. The first group participated in 5-minutes workshops 4 times a week using a “reversed classroom” method, supervised by a cardiologist, where students took turns selecting, presenting and discussing ECGs. The control group attended a single 2-hour face-to-face ECG course. All participants completed a 30-minute ECGs analysis test at baseline and after 5 weeks.ResultsOut of 401 survey respondents, the confidence levels in ECG interpretation were 3/5 (IQR 2–3) for routine situations and 2/5 (IQR 1–3) for emergency situations. Satisfaction with ECG teaching was low (2/5, IQR 1–3) and 96.3% of respondents favored more extensive ECG training. In the comparative study, 52 students from 3 medical schools were enrolled (control group: n = 27; workshop group: n = 25). Both groups showed significant improvement in exam scores from baseline to 5-week (33/100 ± 12/100 to 44/100 ± 12/100, p < 0.0001 for the control group and 36/100 ± 13/100 to 62/100 ± 12/100, p < 0.0001 for the workshop group). The improvement was significantly greater in the workshop group compared to the control group (+ 26 ± 11 vs. + 11 ± 6, p < 0.001).ConclusionsAmong French medical students who initially reported low confidence and insufficient skills in ECG interpretation, the workshop approach using a “reversed classroom” method was found to be more effective than conventional lecture-based teaching during cardiology internship.Graphical abstract

Study preferences and exam outcomes in medical education: insights from renal physiology

BackgroundEfficient learning strategies and resource utilization are critical in medical education, especially for complex subjects like renal physiology. This is increasingly important given the rise in chronic renal diseases and the decline in nephrology fellowships. However, the correlations between study time, perceived utility of learning resources, and academic performance are not well-explored, which led to this study.MethodsA cross-sectional survey was conducted with second-year medical students at the University of Bergen, Norway, to assess their preferred learning resources and study time dedicated to renal physiology. Responses were correlated with end-of-term exam scores.ResultsThe study revealed no significant correlation between time spent studying and overall academic performance, highlighting the importance of study quality over quantity. Preferences for active learning resources, such as Team-Based Learning, interactive lessons and formative assignments, were positively correlated with better academic performance. A notable correlation was found between students’ valuation of teachers’ professional competence and their total academic scores. Conversely, perceived difficulty across the curriculum and reliance on self-found online resources in renal physiology correlated negatively with academic performance. ‘The Renal Pod’, a locally produced renal physiology podcast, was popular across grades. Interestingly, students who listened to all episodes once achieved higher exam scores compared to those who listened to only some episodes, reflecting a strategic approach to podcast use. Textbooks, while less popular, did not correlate with higher exam scores. Despite the specific focus on renal physiology, learning preferences are systematically correlated with broader academic outcomes, reflecting the interconnected nature of medical education.ConclusionThe study suggests that the quality and strategic approaches to learning significantly impact academic performance. Successful learners tend to be proactive, engaged, and strategic, valuing expert instruction and active participation. These findings support the integration of student-activating teaching methods and assignments that reward deep learning.

The effect of test anxiety on high-stakes exams: evidence from an RCT using biomarkers

ABSTRACT We conduct a randomised control trial at an Italian university to investigate the impact of test anxiety on high-stakes exams. Students are subjected to two different interventions – silence and music – designed to influence their pre-test anxiety levels. We monitored and compared individual biomarkers before and after each treatment to measure anxiety changes and their influence on exam scores. Our findings revealed that decreased mean arterial and systolic pressures enhanced performance in females, particularly under the silence treatment. However, no significant effect was observed in male students. This study suggests that test anxiety could contribute to gender-based performance disparities.

Factors influencing the choice of pediatric resident: program directors perspective in Saudi Arabia: a cross-sectional study

BackgroundPediatrics is one of the most important medical specialties in the Kingdom of Saudi Arabia) KSA) since it serves a large population. Therefore, the pediatrics residency program is considered one of the most important and competitive programs. Obtaining acceptance in Saudi programs depends mainly on the Saudi Commission for Health Specialties (SCFHS) score, then the applicant enrolls to do the interviews with the training centers in the accepted region. This study aimed to evaluate the factors used by pediatric program directors (PD) in accepting applicants in their pediatric residency program in KSA.MethodsIn this cross-sectional study, an online questionnaire consisting of 49 items was distributed among 76 current and former pediatric PDs in KSA. Participants were selected via non-probability convenience sampling. Data were collected and analyzed using the Social Sciences Statistical Package (SPSS version 26).ResultsOf the sample of PD studied, males represented 77.6%, while females represented 22.4%. Most of the PDs were over 50 years old. Most of them were former pediatric PDs (71.1%). The current study found that the Saudi Medical Licensing Exam was the most important factor [3.87 (0.89)] followed by services and electives [3.86 (0.65)], research [3.84 (0.83)], interview [3.77 (0.89)], GPA [3.50 (0.62)], and letter of recommendation [3.39 (0.76)].ConclusionsFor those interested in pediatrics residency programs in KSA, this study recommends that seeking a high Saudi Medical Licensing Exam (SMLE) score, taking pediatric elective rotations during internship, and acquiring excellent basic knowledge in research were the most important aspects of pediatrics residency selection from the pediatrics PD’s perspective.

Optional Exam Retakes Reduce Anxiety but may Exacerbate Score Disparities Between Students with Different Social Identities.

Use of high-stakes exams in a course has been associated with gender, racial, and socioeconomic inequities. We investigated whether offering students the opportunity to retake an exam makes high-stakes exams more equitable. Following the control value theory of achievement emotions, we hypothesized that exam retakes would increase students' perceived control over their performance and decrease the value of a single exam attempt, thereby maximizing exam performance. We collected data on exam scores and experiences with retakes from three large introductory biology courses and assessed the effect of optional exam retakes on gender, racial/ethnic, and socioeconomic disparities in exam scores. We found that Black/African American students and those who worked more than 20 h a week were less likely to retake exams. While exam retakes significantly improved student scores, they slightly increased racial/ethnic and socioeconomic disparities in scores partly because of these differences in participation rates. Most students reported that retake opportunities reduced their anxiety on the initial exam attempt. Together our results suggest that optional exam retakes could be a useful tool to improve student performance and reduce anxiety associated with high-stakes exams. However, barriers to participation must be examined and reduced for retakes to reduce disparities in scores.

Utilizing the eXtreme Gradient Boosting Algorithm for Artificial Intelligence-supported Learning Analytics Application

Recent technological advancements, including internet-based distance education and artificial intelligence-supported learning analytics, have significantly impacted the field of education. These advancements not only enhance the efficiency of education but also broaden access to learning while mitigating barriers to implementation. AI-supported learning analytics emerges as a pivotal tool for interpreting data gleaned from educational processes and stakeholders, thereby enhancing educational processes and outcomes. This tool streamlines the measurement, analysis, and evaluation of learning processes, encompassing a wide array of factors and parameters. Moreover, it contributes to the development of personalized and adaptive learning environments. In this study, a predictive model utilizing the XGBoost algorithm has been developed to analyze students' academic achievements. The model forecasts final exam grades based on various student characteristics, including age, participation rate, and exam scores. Evaluating the performance of the AI model involves metrics such as Mean Squared Error, Mean Absolute Error, and R² score. In findings indicate a strong prediction performance, with an R² score of 0.819. As a result of underscore the potential of AI-supported learning analytics as an effective tool for predicting and enhancing student academic performance.

A Controlled Experiment Testing the Effect of Unconditional 100% Exam Scores on Long-Term Retention

Ungrading is the practice of removing traditional grading systems, often based on the belief that grades do not adequately reflect student knowledge or that they undermine deeper learning. The value of ungrading, particularly considering major assignments like exams, is supported mostly by theoretical scholarship and qualitative studies. This article describes a controlled experiment testing whether it is detrimental to give students an unconditional 100% on a test, in terms of future performance on that same test. These experiments took place over three semesters, at two universities, in two different undergraduate classes (neuroscience and psychology), including a total of 409 students. Results were mixed: during the first two semesters, when comparing students who were originally graded to those who were not, there was no difference in performance on that same test 2-3 months later. However, in the final semester, students who were traditionally graded scored 4-5% better on the same test one week to six weeks later. Consequently, this data supports the broader testing of diverse grading practices, including transcripts that do not contain grades.

Pengaruh Penggunaan Media Video Pembelajaran terhadap Hasil Belajar Siswa pada Mata Pelajaran PAI di SMPN 2 Ampek Angkek

This investigation was motivated by the low average academic achievement of Islamic Religious Education students at SMPN 2 Ampek Angkek. In the 2022/2023 academic year, the low midterm exam scores of students in class IX 1 of SMPN 2 Ampek Angkek provided empirical support for the statement. A total of 25 student responses were received for the exam; however, only five students achieved the minimum score of 75 required to complete SMPN 2 Ampek Angkek. A prospective approach to improving Islamic Religious Education learning outcomes at SMPN 2 Ampek Angkek is to incorporate video media into the established curriculum. This study aims to determine whether the application of video media affects the academic achievement of Islamic Education students at SMPN 2 Ampek Angkek. The purpose of this study is to determine whether or not there is an effect of the application of video media at SMPN 2 Ampek Angkek on PAI learning outcomes. The purpose of this study is to determine whether the adoption of video media has an impact on the academic achievement of PAI students at SMPN 2 Ampek Angkek. This research was categorised as a pseudo-experiment and used posttest control group design as the only research methodology. The student participants in this study were members of grade IX. In this investigation, purposive sampling, a type of non-probability sampling, was used. The experimental class in this study consisted of students of grade IX 3, while the control class consisted of students of grade IX 1. Data for this investigation was collected through assessment of students' progress in Islamic Religious Education. The Sig α value was ascertained to be 0.00 ± 0.05, based on the results of hypothesis testing conducted using SPSS software. Thus, it can be concluded that the utilisation of video media is able to influence the academic achievement of Islamic Religious Education students attending SMPN 2 Ampek Angkek.

International medical graduates in orthopaedic surgery: An opportunity to improve diversity and inclusion?

Background/aimsRacial and ethnic minorities are under-represented in orthopaedic surgery despite efforts to promote diversity and inclusion in the specialty. The purpose of this study was to determine the proportion of international medical graduates (IMGs) in the surgical workforce and future residency pipeline. We further analyze IMG applicant qualifications relative to their US-based counterparts to assess the viability of recruiting IMG candidates as one strategy to advance diversity and inclusion in orthopaedic surgery. MethodsPhysician workforce data from the American Medical Association and residency match data from the National Resident Match Program were analyzed for Orthopaedic Surgery. Trends in the proportion of IMG applicants were compared with those from other specialties. Qualifications of applicants were compared including board exam scores, number of abstracts/publications, and additional graduate degrees. ResultsIn 2020, orthopaedic surgery had the lowest percentage of IMGs relative to otolaryngology (5.8 %, p < 0.001), neurosurgery (12.1 %, p < 0.001), obstetrics & gynecology (14.0 %, p < 0.001), and general surgery (19.1 %, p < 0.001). From 1986 to 2021, IMG Graduates who matched into orthopaedic surgery increased from 1 (0.3 %) to 8 (0.9 %). Compared to other surgical specialties, orthopaedic surgery had among the lowest annual rates of incoming IMG residents. In 2021, most respondents to the orthopaedic surgery residency program directors survey reported never selecting IMG applicants for interview (74 % for non-US IMG applicants and 53 % for US IMG applicants). From 2020 to 2021, non-US IMG applicants (17 %) and US IMG applicants (26 %) had lower match rates than DO Senior (74 %) and MD Senior (80 %) applicants (p < 0.001). In 2020, matched non-US IMGs had similar board scores as matched US MD Senior applicants, but more abstracts/publications. ConclusionThe recruitment of IMGs into orthopaedic surgery residency remains limited and lower than other surgical specialties. IMGs have similar board scores and more abstracts/publications, thus representing a potential pipeline for workforce diversity. More research is needed to understand the special needs of IMGs in the orthopaedic surgery match.

Neurological Surgery Resident ABNS Written Exam Scores Before and After Introduction of a Weekly Didactic Educational Intervention: A 12-Year Single-Institution Retrospective Study.

United States neurological surgery residency education has undergone substantive changes over the past 2 decades. Neurosurgical professional bodies have developed numerous initiatives providing standardized assessments and training opportunities for residency programs. However, there have been few studies using standardized measures to assess core components of educational programming in individual programs. We conducted a 12-year retrospective review of resident American Board of Neurological Surgery (ABNS) board scores using our institutional data from 2010 to 2021 to determine the effect of introducing a weekly didactic resident education hour (REH) on resident scores in the ABNS written in-training examination. ABNS scaled scores were analyzed before (2010-2016) and after (2017-2021) REH introduction. To account for a practice effect, we used a 2-factor linear regression model with an interaction term. We obtained ABNS scores from 43 residents representing 132 test attempts. The average ABNS scaled score significantly improved after the introduction of REH (319 vs 410, t = -3.44, P = .0008). Accounting for the practice effect revealed a significant interaction effect between the number of attempts taking the ABNS examination and whether formal didactics were taught, accounting for 46.2 points on the examination (t = 2.309, P = .023); however, REH alone did not have a significant effect on the scaled scores (t = -1.649, P = .102). ABNS written board scores represent a standardized metric by which educational initiatives within training programs may be assessed for efficacy. Further research is needed to identify educational approaches that are effective to meet the goal of demonstrated mastery of fundamental knowledge in neurosurgery across a diversity of neurological surgery residency programs.

Addition of an audience response system in a biomedical science course improves learning environment and student performance.

The effectiveness of incorporating an audience response system (ARS) in improving the learning environment and student performance was assessed in a didactic biomedical science course at a large US dental school. Instructors and students were surveyed for their experiences of using Top Hat-based ARS in a multi-disciplinary biomedical science course. Average exam scores and grade distribution for challenging sections on immunology and developmental biology were compared before and after incorporating ARS. Pearson's chi-squared test, likelihood ratio test, Student's t-test and Fisher's exact test using beta regression model were used to assess statistical significance (p < 0.05). Student survey results with 78% (82/105) response rate, indicated that incorporating ARS improved student engagement, reinforced lecture material, and prepared them better for exams (p < 0.0001). Sixty seven percent of student respondents recommended continued integration of ARS questions in lectures (p < 0.0001). Although faculty survey data (n = 5, 100% response rate) were not statistically significant, the majority of faculty agreed that real-time feedback through ARS allowed them to appropriately pace lecture delivery and restructure forthcoming material. The average exam scores and grade distribution for challenging sections showed modest improvement after incorporation of ARS (p < 0.05). There was no significant correlation between final course grades and ARS grades for participation or correctness. Incorporating the ARS in a multi-disciplinary biomedical science course is perceived by faculty and students as an effective instructional approach that improves the learning environment, teaching strategies, and student performance.

Test-enhanced learning in Neuroanesthesia for the First Year anesthetic residents: a randomized controlled trial

BackgroundTest enhancing learning (TEL) had shown a significant effect in promoting the learning of many learning contents. However, its effect on the postgraduate medical level was unclear. This study aimed to investigate the effect of TEL in 1st year anesthesiology residents learning neuroanesthesia.MethodThe residents were randomized to either group A, which was assigned to do the intervention exam (exam A) for two times during learning in neuroanesthesia, or group B, which studied in the same environment without doing the exam. All participants were assigned to do the assessment exam (exam B) at one month after the end of the rotation. All of the exams were ten multiple choice questions (MCQ). Since the anesthesia residents rotated to neuroanesthesia for two weeks twice during the first year, we conducted the experiments twice, using exams that covered both basic science (BS) and clinical science (CS) topics.ResultsThere was no significant difference in mean ± SD of the scores for assessment exams asking about the basic science topic (BS_B) [group A (5.25 ± 2.05) VS group B (4.90 ± 1.80); p = 0.570] and the clinical science topic (CS_B) [group A (6.30 ± 1.26) VS group B (5.95 ± 1.61); p = 0.448].ConclusionThis study showed null findings on the effect of TEL on learning in residents of the first year of anesthesiology. More studies on TEL were required to confirm the effect of TEL and find the appropriate test format that could enhance learning for post-graduate medical trainees.

Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China

Research on implementing blended learning in higher education has been extensive, but there is limited research on the relationship between students' entry characteristics, learning approaches, and learning effects, particularly in business education. This study was conducted during the COVID-19 pandemic in a blended teaching environment, surveying undergraduate students in Shanghai who were enrolled in business courses in the same semester. The study analyzed the connection between learning approaches and learning effects using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and students’ exam scores. The research findings revealed that students with deep learning approaches achieved higher average scores than those with surface learning approaches. Students' gender, age, academic year, academic background, and whether a course was mandatory or elective were found to have a significant relationship with their learning approaches. Furthermore, students' gender, age and academic year were significantly related to their final exam scores. However, there was no significant difference in the academic performance of students with different learning approaches, and certain exam formats and scopes may not influence quantitative learning effects. Based on these findings, curriculum developers in business education can consider offering general courses to underclassmen to help them gain a comprehensive understanding of their chosen field, encouraging upperclassmen to take cross-disciplinary courses, and urging instructors to utilize blended teaching methods to enhance teaching effectiveness.

Designing, Implementing, and Evaluating a Basic Surgical Skills Bootcamp: An Effective Approach to Enhance Competency in Surgical Residency Training

IntroductionRecent technological advances have facilitated the development of new educational methods, such as simulation-based learning, in specialized bootcamps to enhance the learning of surgical residents. This study aimed to design, implement, and evaluate a basic surgical skills bootcamp for residents in general surgery, orthopedics, neurosurgery, and gynecology based on the learning gap in the current educational program. MethodsThis intervention study focused on the design, implementation, and evaluation of a basic surgical skills bootcamp in a simulated operating room for first-year surgical residents in general surgery, orthopedics, neurosurgery, and gynecology. ResultsThe study resulted in the creation of a comprehensive course plan and the execution of a 6-day training program. Evaluation of educational outcomes confirmed high learner satisfaction, improvement in Multiple Choice Questions (MCQ) exam scores, and acceptable scores in the Objective Structured Clinical Examination (OSCE). ConclusionThe findings of this study suggest that surgical bootcamps, when designed based on needs assessment and in line with scientific bootcamp design principles, play a crucial role in enhancing the satisfaction, knowledge, and skills of surgical residents.

Study on Quantitative Formative Assessment of the Mathematical Analysis Course

This paper first analyzed the shortcomings of the summative final exam methods which focuses only on final exams. Then, we showed the specific implementation of the quantitative formative assessment which includes objective results and subjective scores. Objective results include the traditional written chapter test score, online mid-term and final exam scores, whereas the subjective scores include class attendance, homework, class performance, class notes, online learning on the “Jreenity” platform, chapter mind maps, the completion of ideological and political cases, and the introduction of mathematicians. Finally, the reforming achievement of the formative assessment was summarized.

Time spent on active learning activities does not necessarily correlate with student exam performance: a controlled case study.

Active learning, including student thinking and discussion in class, has been shown to increase student learning gains. However, it is less clear how instructor-level variation in the implementation and timing of active learning activities affects student gains. Our study aims to investigate the extent to which the time spent on individual episodes of active learning activities influences student performance. We hypothesized that instructors who let students spend more time on peer discussion and individual thinking on practice problems associated with particular learning objectives would have better student exam scores on exam questions addressing those objectives. To test this hypothesis, we obtained a large data set of classroom recordings and student exam scores from an introductory biology course at a large 4-year university, where three instructors shared identical teaching materials and exams for different course offerings. Contrary to our hypothesis, although the three instructors spent significantly different amounts of time on episodes of thinking and peer discussion, there was no correlation between the total time spent on active learning activities and student performance on exam questions. Linear mixed-effects modeling of the effect of the length of episodes of student thinking and discussion on exam score found that in the context of shared instructional materials, the amount of course time spent on active learning activities did not reliably predict student performance on associated exam questions. This result held true even when only considering learning objectives with high variations in performance between offerings, difficult exam questions, or exam questions requiring higher-order thinking skills. Although our study was only conducted in one course, our results imply that time spent per individual episode of student thinking or peer discussion may not be the primary factor explaining the positive effects of active learning and that it may be worthwhile to explore other factors.

Online assessment in the age of artificial intelligence

Online education, while not a new phenomenon, underwent a monumental shift during the COVID-19 pandemic, pushing educators and students alike into the uncharted waters of full-time digital learning. With this shift came renewed concerns about the integrity of online assessments. Amidst a landscape rapidly being reshaped by online exam/homework assistance platforms, which witnessed soaring stocks as students availed its questionable exam assistance, and the emergence of sophisticated artificial intelligence tools like ChatGPT, the traditional methods of assessment faced unprecedented challenges. This paper presents the results of an observational study, using data from an introductory statistics course taught every semester by the author, and delves into the proliferation of cheating methods. Analyzing exam score results from the pre and post introduction of ChatGPT periods, the research unpacks the extent of cheating and provides strategies to counteract this trend. The findings starkly illustrate significant increases in exam scores from when exams of similar difficulty were administered in person (pre-Covid) versus online. The format, difficulty, and grading of the exams was the same throughout. Although randomized controlled experiments are generally more effective than observational studies, we will indicate when we present the data why experiments would not be feasible for this research. In addition to presenting experimental findings, the paper offers some insights, based on the author's extensive experience, to guide educators in crafting more secure online assessments in this new era, both for courses at the introductory level and more advances courses The results and findings are relevant to introductory courses that can use multiple choice exams in any subject but the recommendations for upper-level courses will be relevant primarily to STEM subjects. The research underscores the pressing need for reinventing assessment techniques to uphold the sanctity of online education.