Supporting Students' Learning: The Use of Formative Online Assessments

This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in...

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Bibliographic Details
Published in:Accounting Education 2013-10, Vol.22 (5), p.425-444
Main Author: Einig, Sandra
Format: Article
Language:English
Subjects:
Academic Achievement
Accounting
Blended Learning
College students
Computer Assisted Testing
Correlation
Correlation analysis
Electronic Learning
Feedback (Response)
Foreign Countries
Formative assessment
Formative Evaluation
Learning
learning support
multiple choice questions
Multiple Choice Tests
online assessment
Online instruction
Questionnaires
Regression (Statistics)
Statistical Analysis
Student Attitudes
Students
Studies
Undergraduate Students
United Kingdom
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Summary:This paper investigates the impact of online multiple choice questions (MCQs) on students' learning in an undergraduate Accounting module at a British university. The impact is considered from three perspectives: an analysis of how students use the MCQs; students' perceptions expressed in a questionnaire survey; and an investigation of the correlation between MCQ usage and examination performance. The study reveals a number of interesting findings. First, students use the MCQs in different ways, indicating that MCQs are suitable for different learning styles. Second, the MCQs are perceived as being useful by virtually all students. Third, the statistical analysis shows a statistically significant correlation between regular MCQ usage and higher examination performance while controlling for a number of other confounding variables. These findings lead to the conclusion that MCQs are useful tools that can effectively support students' learning. Therefore the use of MCQs on other Accounting and Business modules is encouraged.
ISSN:0963-9284
1468-4489
DOI:10.1080/09639284.2013.803868