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Can formative quizzes predict or improve summative exam performance?

Niu Zhang, Charles N R Henderson

    The Journal of Chiropractic Education
    |December 18, 2014
    PubMed
    Summary

    Formative quizzes (FQs) can improve summative exam (SX) scores in chiropractic education. While creating quiz questions did not further boost scores, FQs effectively predicted student performance and identified those needing extra support.

    Keywords:
    ChiropracticEducationFormative AssessmentSummative Evaluation

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    Area of Science:

    • Chiropractic Education
    • Medical Pedagogy
    • Assessment in Higher Education

    Background:

    • The educational impact of formative assessments remains under-investigated.
    • Formative quizzes (FQs) are widely employed in chiropractic colleges.
    • The specific benefits of FQs on summative exam (SX) performance require clarification.

    Purpose of the Study:

    • To evaluate the impact of formative quizzes on summative exam scores in a chiropractic physical examination course.
    • To determine if student-generated quiz questions enhance summative exam performance beyond simply taking quizzes.
    • To assess the predictive validity of formative quizzes for summative exam outcomes.

    Main Methods:

    • Three hypotheses were tested across three iterations of a chiropractic college course.
    • Comparison of summative exam scores between groups receiving different levels of formative assessment (control, FQs only, FQs with question generation).
    • Statistical analysis to determine the predictive power of formative quiz scores on summative exam scores, controlling for demographic variables.

    Main Results:

    • Summative exam scores were significantly lower in the control group compared to groups utilizing formative quizzes.
    • No significant difference in summative exam scores was found between students who only took formative quizzes and those who also generated quiz questions.
    • Formative quiz scores significantly predicted summative exam scores, explaining 52% of the variance. Demographic factors were not significant predictors.

    Conclusions:

    • Formative quizzes enhance student performance on summative written examinations in this chiropractic course.
    • The act of generating quiz questions did not yield additional benefits for summative exam scores.
    • Formative quizzes serve as valuable tools for improving learning and identifying students at risk of poor performance who may require targeted remediation.