A comparison of in-class and online quizzes on student exam performance

THIS STUDY evaluated the use of Web-based assessment in the instruction of students enrolled in a Theories of Personality class. During 1999, we compared 297 undergraduates who took online quizzes with 291 undergraduates who took traditional paper-and-pencil quizzes. All online quizzes were generate...

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Bibliographic Details
Published in:Journal of computing in higher education 2003-03, Vol.14 (2), p.121-134
Main Authors: DeSouza, Eros, Fleming, Matthew
Format: Article
Language:English
Subjects:
Assessments
Education
Higher education
Instructors
Investment
On-line systems
Online
Students
Teaching Methods
Undergraduate Students
World Wide Web
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Summary:THIS STUDY evaluated the use of Web-based assessment in the instruction of students enrolled in a Theories of Personality class. During 1999, we compared 297 undergraduates who took online quizzes with 291 undergraduates who took traditional paper-and-pencil quizzes. All online quizzes were generated and maintained by the class instructor using Mallard (an asynchronous Web-based assessment program), which allowed students to choose when, where, and how long to work on their quizzes. Mallard students performed significantly better on achievement criteria (four inclass exams) than non-Mallard students. Survey data indicated that most students reported being "very satisfied" with Mallard. These findings followed similar trends in other forms of computer-assisted instruction. Future research and potential pedagogical applications of Web-based assessment are discussed. Despite the initial time investment required to generate online quizzes with Mallard, student and instructor experiences with the program suggest that it is a promising technology for enhancing instruction in higher education.[PUBLICATION ABSTRACT]
ISSN:1042-1726
1867-1233
DOI:10.1007/BF02940941