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Providing Validation Evidence for a Clinical-Science Module: Improving Testing Reliability with Quizzes.

Michael J Peeters¹, M Kenneth Cor², Erik D Maki³

¹University of Toledo College of Pharmacy & Pharmaceutical Sciences.

Innovations in Pharmacy

|May 19, 2021

Summary

Adding quizzes to exams significantly improves the reliability of module grades in clinical science courses. Increasing the summative weight of quizzes further enhances this reliability, contributing to a more rigorous academic assessment.

Keywords:

generalizability theory quizzes reliability validation

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Area of Science:

Educational Measurement
Psychometrics
Health Professions Education

Background:

High-stakes assessments require robust validation and reliability.
Short exams alone may lack sufficient reliability in didactic courses.
Quizzes are a common instructional tool but their impact on overall reliability varies.

Purpose of the Study:

To quantify the reliability gains in module grades by integrating quiz data with traditional exam data.
To explore how different weighting schemes for quizzes affect overall module reliability.
To assess the impact of quiz frequency and weighting on the dependability of student evaluations in a clinical science module.

Main Methods:

Generalizability Theory (G-Theory) was employed to model module-level reliability.
Data from seven quizzes and one exam were combined using G-Theory (mGENOVA).
Decision studies were conducted to simulate changes in reliability by altering quiz number and weight.

Main Results:

The combined reliability of module grades (quizzes + exam) was 0.73, an improvement over the exam alone (KR-20=0.67).
Increasing quiz weight from 18% to 36% raised composite reliability to 0.77.
A reliability of 0.80 was achieved with equal weighting of quizzes and the exam.

Conclusions:

Integrating quizzes into module assessments enhances overall reliability.
The summative application of quizzes, reflected in their weighting, significantly impacts reliability gains.
Quizzes can be strategically used to increase the rigor and dependability of educational assessments.