Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

Abstract

In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.
Original languageEnglish
Title of host publicationComputer assisted assessment: research into e-assessment
EditorsE. Ras, D. Joosten-ten Brinke
Place of PublicationSwitzerland
PublisherSpringer
Pages149-154
DOIs
Publication statusPublished - 2015
EventComputer assisted assessment: research into e-assessment - Switzerland
Duration: 1 Jan 20151 Jan 2015

Conference

ConferenceComputer assisted assessment: research into e-assessment
Period1/01/151/01/15

Fingerprint

learning performance
education
student
video clip
examination
cross-sectional study
data analysis

Bibliographical note

ISBN: 978-3-319-27703-5

Cite this

Zijlstra, S. J., Sugeng, E. J., Draaijer, S., & van de Bor, M. (2015). Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students. In E. Ras, & D. Joosten-ten Brinke (Eds.), Computer assisted assessment: research into e-assessment (pp. 149-154). Switzerland: Springer. https://doi.org/10.1007/978-3-319-27704-2_15
Zijlstra, S.J. ; Sugeng, E.J. ; Draaijer, S. ; van de Bor, M. / Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students. Computer assisted assessment: research into e-assessment. editor / E. Ras ; D. Joosten-ten Brinke. Switzerland : Springer, 2015. pp. 149-154
@inproceedings{1a6900050439481f85ac517b5b57b75d,
title = "Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students",
abstract = "In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.",
author = "S.J. Zijlstra and E.J. Sugeng and S. Draaijer and {van de Bor}, M.",
note = "ISBN: 978-3-319-27703-5",
year = "2015",
doi = "10.1007/978-3-319-27704-2_15",
language = "English",
pages = "149--154",
editor = "E. Ras and {Joosten-ten Brinke}, D.",
booktitle = "Computer assisted assessment: research into e-assessment",
publisher = "Springer",

}

Zijlstra, SJ, Sugeng, EJ, Draaijer, S & van de Bor, M 2015, Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students. in E Ras & D Joosten-ten Brinke (eds), Computer assisted assessment: research into e-assessment. Springer, Switzerland, pp. 149-154, Computer assisted assessment: research into e-assessment, 1/01/15. https://doi.org/10.1007/978-3-319-27704-2_15

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students. / Zijlstra, S.J.; Sugeng, E.J.; Draaijer, S.; van de Bor, M.

Computer assisted assessment: research into e-assessment. ed. / E. Ras; D. Joosten-ten Brinke. Switzerland : Springer, 2015. p. 149-154.

Research output: Chapter in Book / Report / Conference proceedingConference contributionAcademicpeer-review

TY - GEN

T1 - Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

AU - Zijlstra, S.J.

AU - Sugeng, E.J.

AU - Draaijer, S.

AU - van de Bor, M.

N1 - ISBN: 978-3-319-27703-5

PY - 2015

Y1 - 2015

N2 - In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.

AB - In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.

U2 - 10.1007/978-3-319-27704-2_15

DO - 10.1007/978-3-319-27704-2_15

M3 - Conference contribution

SP - 149

EP - 154

BT - Computer assisted assessment: research into e-assessment

A2 - Ras, E.

A2 - Joosten-ten Brinke, D.

PB - Springer

CY - Switzerland

ER -

Zijlstra SJ, Sugeng EJ, Draaijer S, van de Bor M. Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students. In Ras E, Joosten-ten Brinke D, editors, Computer assisted assessment: research into e-assessment. Switzerland: Springer. 2015. p. 149-154 https://doi.org/10.1007/978-3-319-27704-2_15