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1 "Formative assessment"
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Original article
How does quiz activity affect summative assessment outcomes? An analysis of three consecutive years’ data on self-directed learning
Chi Eun Oh, Hyunyong Hwang
Kosin Med J. 2022;37(3):228-235.   Published online September 27, 2022
DOI: https://doi.org/10.7180/kmj.22.118
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Abstract PDFPubReader   ePub   
Background
We investigated how quiz activities can improve summative assessment outcomes by analyzing the relationship between them.
Methods
We used 217 first-year medical students’ medical informatics data from 3 consecutive years. We analyzed summative assessment outcomes between quiz completion and incompletion groups, one-time and multiple-time quiz learning groups, and three combined comparisons between subgroups of quiz learning activity frequencies: 1 versus 2, 3, 4, and 6 (group 1), 1 and 2 versus 3, 4, and 6 (group 2), and 1, 2, and 3 versus 4 and 6 (group 3). We then analyzed correlations between the final quiz scores and summative assessment outcomes.
Results
The summative assessment means for students who completed quizzes and those who did not were 87.16±8.73 and 83.22±8.31, respectively (p=0.001). The means for the one-time and multiple-time quiz learning groups were 86.54±8.94 and 88.71±8.10, respectively (p=0.223). The means for combined subgroups were not significantly different between groups (p>0.05), although a statistically significant increasing trend was found from groups 1 to 3 (0.223>0.203>0.075 using the t-test and 0.225>0.150>0.067 using the Mann-Whitney test, respectively). Summative assessment scores were not significantly correlated with quiz scores (r=0.115, p=0.213).
Conclusions
Quizzes helped students who used self-directed learning obtain better summative assessment outcomes. Formative quizzes presumably did not provide students with direct knowledge, but showed them their weak points and motivated them to work on areas where their knowledge was insufficient.

Citations

Citations to this article as recorded by  
  • Do we need Moodle in medical education? A review of its impact and utility
    Seri Jeong, Hyunyong Hwang
    Kosin Medical Journal.2023; 38(3): 159.     CrossRef
  • The effectiveness of Moodle's “Lesson” feature in pre-learning about arterial puncture and blood transfusion procedures
    Haeyoung Lee, Sang-Shin Lee, Hyunyong Hwang
    Kosin Medical Journal.2023; 38(4): 278.     CrossRef

KMJ : Kosin Medical Journal