Traditional Quizzes Research Articles

Physiotherapy student perceptions of the feasibility, acceptability and appropriateness of continuous adaptive assessment

Assessment is a key learning tool to drive deep and sustained learning and develop lifelong learning skills. Individually, continuous assessments and adaptive assessments have demonstrated potential to positively impact learning. An opportunity to combine continuous and adaptive assessment to enhance learning potential within a physiotherapy program has been identified. Continuous adaptive assessment (CAA) is a learning orientated approach to assessment scaffolded to students’ current level of achievement, increasing in difficulty as standards are attained and allowing multiple attempts over a specified time with integrated actionable feedback. We used a mixed methods approach to evaluate student perceptions of feasibility, acceptability and appropriateness of CAA within an academic physiotherapy unit. Data on student perceptions were collected via survey and semi-structured interviews; performance and engagement data were downloaded from the learning management system. CAA was perceived by students to be feasible, acceptable and appropriate. Most students (83%) perceived CAA to be beneficial for learning, identifying multiple attempts, integrated feedback and regular engagement with unit content to be the primary contributors to this benefit; 70% of students perceived CAA to positively impact their learning more than a traditional quiz. Students’ perceptions of workload, pressure and scaffolding were more divided.

Effectiveness of Game-Based Learning: A Cross-Sectional Study on Phase 1 Medical Students

Background: In the past, teaching and learning methods mainly focused on content in knowledge rather than a learning experience. Nowadays, there has been an increased use of playful approaches to teaching and learning. Game-based learning (GBL) playfully engages with educational materials. We employed two game-based applications (Kahoot and Quizizz) and the traditional method of learning using multiple-choice questions (MCQs) and compared their efficacy in providing fun-based productive learning to medical students. Methodology: A cross-sectional study. Two hundred and fifty-two Phase 1 undergraduate medical students were included in the study. They were given three different assessment methods: paper-based MCQs, Quizizz, and Kahoot! Each method contained 10 questions. All students were encouraged to complete all three quiz methods. We conducted this study for 6 months. After 6 months, the students were given a questionnaire prepared on a Likert scale to evaluate students’ perception of concentration, engagement, enjoyment, and satisfaction of students. Results: P <0.05 indicated that there was a difference in average scores between the three methods (traditional quiz method, Quizizz, and Kahoot method). 96% of the students agreed that repeated attempts of doing the Quizizz in the app led to improvement in their long-term memory. The mean score of the student is highest in Kahoot! 53% of the students stated that image-based quiz was an interesting area. 92% of students felt that the live Quizizz was fun and interesting. Conclusion: A significant number of medical students enjoyed GBL since they can interact with one another and got motivated during the live Quizizz and Kahoot sessions. At the same time, students using the traditional method of learning were neither motivated nor enjoyed and hence we can utilize these game-based tools for teaching medicine and they can be used as a formative assessment tool too.

The Master Course Design Process Explained Using General College Botany as a Case Study

This paper describes the master course design process at the largest institution of higher education in Colorado, USA. The master course design process demonstrated principles of backwards design and employed a team-based approach to course development. The course map was the primary vehicle for communicating the design of the course during development and later for accountability. This case study presented the redesign of General College Botany. The General College Botany curriculum employed authentic assessment and provided an andragogical learning environment. The central authentic assessment in the course was a term-long research project. Other assignments included wiki-building discussions, traditional quizzes, and at-home labs. The accounting of this process and the assignments described for an online science course provide a template for other institutions to follow when considering the implementation of master courses in higher education settings. As botanical curricula continue to be cut from degree programs and the need for remote learning becomes imminent in the modern world, the scaling of educational resources is facilitated by master course design. Master course design promotes accountability and standardization while also affording a well-researched, constructive, and blended learning environment.

Design of a Higher Education Question and Answer System Based on Multimodal Adversarial Networks

Higher education question and answer system is a current research hotspot in the field of natural language processing and artificial intelligence, which can return accurate answers directly and also allow users to input in natural language, avoiding the need to return large collections of valid and invalid data links for users to filter twice. In recent years, deep learning techniques have made great progress in the field of natural language processing, thus making it possible to apply it in the field of teaching and learning in junior high school. Most of the traditional quiz systems based on traditional retrieval techniques have problems such as insufficient semantic portrayal of text, inability to extract semantic features in context, and poor processing of complex utterances. In order to fill the gap and deficiencies of question and answer systems in junior high school teaching, this paper applies multimodal and adversarial network-related technologies to build a multimodal adversarial network-based question and answer system for higher education. The experimental results show that the principles of the traditional application system and the multimodal adversarial system designed in this paper are similar, but the current application system is relatively more effective.

The Effect of Cooperative Quizzes on Student Performance and Anxiety in Community College Human Physiology Courses

Community college students come from a variety of backgrounds and have different levels of educational preparedness compared to undergraduates in 4-year undergraduate schools. Historically, retention rates of these students in human physiology courses have been low, often due to non-passing grades. Incorporation of additional active learning techniques has the potential to benefit learning in this group, which might ultimately benefit retention. However, active learning activities need to be incorporated in a thoughtful manner, because some activities can increase anxiety in students, resulting in unintended consequences such as student withdrawal from such activities. This study introduced cooperative quizzes into community college human physiology classes to determine if they improved student exam performance and reduced student anxiety. The cooperative quizzes were intended to be given in face-to-face classes but were adapted for synchronous broadcast classes using Zoom due to the COVID-19 pandemic. In the sample of students studied, cooperative quizzes did not have a significant impact on exam grades. However, several students reported a preference for the cooperative quizzes over traditional quizzes. In addition, the intervention did not increase the reported anxiety scores among students, which adds support for the use of cooperative quizzes as an active learning strategy in STEM classes.

Gamified-online-quizzes-pharmacy-student-perceptions-of-learning-in-an-undergraduate-medicinal-chemistry-course

Introduction: In the context of pharmacy education worldwide and in Malaysia, the use of digital technologies to promote higher level thinking and discussions is seen as preparing the millennials as pharmacists in the 21st century. Together with leveraging on millennials' penchant for mobile technology, gamified online quizzes as an assessment tool that help promote active and collaborative learning in a Medicinal Chemistry course have been used. Objectives: This study investigates students’ perception of the impact of gamified online quizzes on their learning in a Medicinal Chemistry course. Method: This study employs mix method research comprising descriptive analysis, content analysis from informal chats and researchers' observation to gather the findings for the study. Three gamified online quizzes using Quizizz, were implemented outside classroom time, in place of traditional quizzes. Multiple attempts were allowed within a stipulated time. As interventions, post-quiz discussions were conducted during class time. Students completed an end-of-the-course survey. Results: Out of 63 respondents, more than 96% felt that the gamified online quizzes enhanced their learning as they learned from the instant feedback, their mistakes and post-quiz discussions. Overall student performance based on the percentage and accuracy of answering the quiz improved with time. Student qualitative comments on the survey, the course social media (closed group) and informal chats supported the findings from the descriptive data analysis of the study. Conclusions: From students’ perception, the gamified online quizzes were found to be enjoyable and effective in enhancing active, peer learning in an undergraduate medicinal chemistry course outside class time. For instructors, the online quiz served as an efficient tool for formative assessment in a large classroom setting, and could replace traditional classroom quizzes.

Patterns of performance in students with frequent low stakes team based learning assessments: Do students change behavior?

Team-based learning offers an active learning strategy that provides a structure for measurement of learning and feedback to the students. Aggregating these results provides a longitudinal pattern of student performance. In this study, we analyzed results from a sequence of assessments related to TBL IRAT and GRAT assessments and traditional quizzes in a second-year musculoskeletal course in an undergraduate medical education program to determine if there are any measurable patterns, or performance trends, that students demonstrate in the course. Analyzing results from four academic years, we found evidence supporting there is predictability in student’s future week’s performance based on past performances across teaching modalities. We hypothesize that students are moderating their own effort regarding weekly low-stake assessments in prioritizing their academic efforts. The results from this study highlight the role of self-efficacy in medical education and suggest a new area of research for assessment of student performance patterns. Future studies could investigate whether these performance patterns are replicated in other assessment modalities and whether the same pattern holds for high-stakes assessments.

Gamification in the classroom: Examining the impact of gamified quizzes on student learning

Gamification is emerging as a method aimed at enhancing instructional contents in educational settings. However, theoretical underpinnings of the proposed effects of gamification are lacking. This paper applies the theory of gamified learning and extends research exploring the benefits of gamification on student learning through the testing effect. In a quasi-experimental design, university students (N = 473) prepared for three tests using traditional quizzes (i.e., a question, four response options) or gamified online quizzes (i.e., a wager option, a progress bar, encouraging messages). We assumed that students completing gamified quizzes would complete more quizzes and, through the benefits of the testing effect, would demonstrate better learning. Findings supported the testing effect in that students who completed more quizzes performed better on subsequent tests. Furthermore, students who completed the gamified quizzes had significantly better scores on the first test. However, this effect was not due to students completing more quizzes in the gamification group. Additionally, the beneficial effect of gamification did not persist for subsequent tests. This supports that gamification might work through a novelty effect where its influence may not be sustainable. Further analyses showed that higher achieving students benefited more from gamification than lower achieving students. Overall, the results (a) imply that gamification may be a viable option for short-term assignments, (b) highlight concerns of a novelty effect possibly recommending instructors not to use the same gamification method permanently, and (c) indicate that there are contexts where gamification might not be adequate to target low achieving students. Given these results we call for longitudinal studies investigating the novelty effects of gamification and research examining individual differences moderating the effects of gamification.

Interactive multimedia library products: forming skills of technology while preparing bachelors of library and information activities

Currently, the range of information products and services provided remotely is developing and expanding. Modern library users often prefer remote services to traditional forms. The real communication is inferior to virtual one, the popularity of electronic information products is growing. Libraries transform popular traditional products and services into electronic formats. So traditional quizzes, which are popular in libraries, are moving into a new form, become a dynamically developing electronic product. The popularity and demand of multimedia products for modern users led to emerging a wide range of such products in the library practice. Multimedia capabilities combine different forms of information and provide visibility, visual appeal and increase interest among users. The most original of them are the products with interactive features that provide the opportunity to dialogue with users and implement active actions. The most popular are such interactive multimedia products as an electronic interactive exhibition, a multimedia interactive quiz, a video with interactive elements. Libraries can also develop such products without extensive software, hardware and human resources. To ensure the quality of the created interactive multimedia products, it is necessary to study the technology of their preparation. Based on the interactive multimedia works created by students the author considers their features, cases of interactive opportunities realization; characterizes the experience to form of skills of technology of their preparation at bachelors of library and information activity. Actively developing of remote library services using information-communicating technologies, transforming traditional forms into multimedia format contributes to the development of interactive multimedia forms, as well as allows attracting users and increase the demand for documents. Game forms of work with readers are especially relevant for children and youth audience. Development and implementtation of multimedia interactive product is economically less labor-intensive process than the traditional library event.

Studying the Weather and Climate of Alaska Across a Network of Observers

Abstract Weather and Climate of Alaska is an undergraduate course for nonscience majors where students study meteorology from their home as part of a statewide network of classmates. The students draw on their experience of the weather and climate by observing weather locally and sharing their work with classmates across the state. The goal of the class is to have this cohort of students understand weather and climate through exploring the relationships between processes at the local, regional, and global scales. The class is organized around weekly investigations where the students use an equipment kit to make observations, report their work with videos, and discuss the work with the instructor and their peers. The students use NWS resources extensively, including station data to check the quality of their observations, weather maps and satellite images to understand the weather they have observed, weather forecasts to evaluate different forecasting techniques, and long-term data to compare their observations with the climate record. The course also includes traditional quizzes and exams. The instructor has regular teleconferences with students and discusses their work firsthand. A teaching assistant also supports the students. Students take pre- and postcourse tests and show gains typical of interactive science classes. The level of student support results in high student course completion rates.

Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course

<?Pub Dtl=""?> An inverted, or flipped, classroom, where content delivery includes video lectures watched outside of the classroom, is a method that can free classroom time for learner-centered activities such as active and problem-based learning. This study compared the effectiveness of an inverted classroom to a traditional classroom in three areas: 1) content coverage; 2) student performance on traditional quizzes and exam problems; and 3) student observations and perception of the inverted classroom format. A control-treatment experiment comparing an inverted classroom to a traditional lecture-style format was used. The results show that: 1) the inverted classroom allowed the instructor to cover more material; 2) students participating in the inverted classroom performed as well or better on comparable quiz and exam questions and on open-ended design problems; and 3) while students initially struggled with the new format, they adapted quickly and found the inverted classroom format to be satisfactory and effective.

Digital quiz games: A learning and assessment tool for pre-clinical medical undergraduates

The present study was undertaken to speculate the feasibility, efficacy and acceptability of digital quiz games as a teaching learning and formative assessment method. An Experimental, Randomized, Cross-over, Open-labeled study was conducted in Department of Physiology, Datta Meghe Institute of Medical Sciences (Deemed University). The study introduced digital quiz game under supervision in digital library, in contrast to traditional quizzes in classroom settings; thus ensuring active participation of every student. The study population was undergraduate students in first semester of medical faculty who were randomized into group A ( n=50) and group B (n=50). Group A underwent quiz game in digital library after completion of a part of curriculum. This was followed by discussions and feedback regarding quiz items. Group B at the same time underwent traditional classroom quiz with intervening brief discussion. The scores of group A and group B in 1st Part Completion Test were compared. This was followed by crossover of groups and undergoing the same methodology. Scores of Part Completion Examination by both methods was compared for significance by unpaired t-test. Analysis revealed better performance after quiz games with significant difference in scores between groups P = 0.04 (P < 0.05 was considered statistically significant). Qualitative analysis depicted overall preference of learners for quiz game compared to classroom quizzes; the former being more challenging and interesting. The study suggests that digital quiz games, which have the advantage of better time management and individual student participation, can be incorporated as a routine formative assessment method targeted towards bridging the learning gaps in students and bring appropriate alterations in teaching.

E-Mail Molecules—Individualizing the Large Lecture Class

All students in the organic chemistry class are assigned a unique set of nine molecules to report on as optional extra credit assignments. The molecules are taken from a list containing over 200 molecules on the class Web site; they represent an assortment of biologically relevant compounds, from acetaminophen to yohimbine. Once a week, students may submit information about one of the molecules for two points extra credit (where the course includes a total of over 600 points from traditional quizzes and exams). The information requested about the molecules varies slightly each term as student expertise grows, for example, molecular formula, hybridizations, functional groups, or number of stereocenters, but always includes biological relevance and sources of information. Initially students submitted data directly to the instructor by e-mail, but submissions now are handled by a Web-based course management system (WebCT). The goal is to give students individualized assignments that are relatively realistic in light of their future careers in health sciences. Nearly all of the students do some of the molecules, and many students do all of them. About 30–40% of the students who do the assignments regularly gain a grade benefit. Student responses to the exercise have been positive.

Computer Simulations for Fault Diagnosis Training: From Simulation to Live System Performance

Three methods of training for fault diagnosis were studied: traditional instruction, context-specific computer simulations, and context-free simulations. Each of thirty-six powerplant maintenance trainees were trained with one of these methods, and then, transferred to real aircraft powerplants and, later, to simulations of an auto-pilot system. For the aircraft powerplants, it was found that traditional instruction was only superior if explicit demonstrations were provided for the exact failures to be encountered. With respect to overall performance, context-free training did not produce improved performance on the unfamiliar auto-pilot system. Considering correlates of live system performance, it was found that performance in the context-free simulation was a good predictor, while performance in the context-specific simulations was by no means useful. Trainee Grade Point Averages and scores on traditional quizzes were also highly correlated with live system performance.