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The Impact of Individual Online Tests in Addition to Group Assignments on Student Learning
| Content Provider | Semantic Scholar |
|---|---|
| Author | Huisman, Ronald Reedijk, Helen E. |
| Copyright Year | 2012 |
| Abstract | In this paper we examine whether a specific setup of online tests improves students’ learning. To do so, we study the results of students that followed the Mathematics course within the Bachelor 1 program of the Erasmus School of Economics between September and October 2011. During this course, students worked in groups completing exercises assisted by teachers. On top of that, the students had the opportunity to participate in weekly tests provided on their digital learning platform. These tests consisted of exercises with which they could test their individual knowledge. After doing the test, the students received automated individual feedback and could redo the test in order to apply the feedback directly. We found, while controlling for the students’ entry level of knowledge measured through a diagnostic test made at the beginning of the course, that students who actively took the tests obtained a significant higher probability of passing the exam and obtained a significant higher grade for the course. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.icicte.org/Proceedings2012/Papers/16-4-Huisman.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
