ºÝºÝߣ

ºÝºÝߣShare a Scribd company logo

Using online quizzing and quiz results to improve study succes

?Download as PPTX, PDF?
?
Silvester Draaijer
Silvester Draaijer

Presentation at the EARLI SIG 1 bi-annual conference on august 30, 2012, Brussels http://www.earli-sig1-conference.org/ ¡°Linking Multiple Perspectives on Assessment¡±

1 of 12
Download to read offline
INVITED SYMPOSIUM SIG- DT, THEME: TEST-ENHANCED LEARNING MEETS LEARNING ANALYTICS. USING ONLINE QUIZZING AND QUIZ RESULTS TO IMPROVE STUDY SUCCESS SILVESTER DRAAIJER VRIJE UNIVERSITEIT AMSTERDAM
ONLINE QUIZZING Perfect for data-collection of learning activity and acting on it! 2 Presentatie
LEARNING THROUGH TESTING ¨C TESTING EFFECT Mcdaniel, M. A. et al. (2007) Karpicke, J. D., & Roediger, H. L. (2008), Roediger, H. L. I., & Karpicke, J. D. (2006) Recall test (Short Answer) have stronger effects than recognition tests (MCQ). E-assessment by design, Nicol, D (2007)
FEEDBACK
CORRELATIONAL EFFECTS QUIZZING ON EXAM SCORES > Correlation between participation rate and exam scores > High correlation: Kibble and others (2007, 2008, 2011) > Correlation between quiz promotion and participation > Andrews, T. M., et al. (2011), Kibble, J.D. (2011) > Correlation between credit given and participation > Kibble, J.D. (2011)
VARIATIONS > Distributed Learning ¨C Spacing Effect > Ebbinghaus (1885)! > Kerfoot et al. (2007, 2009, 2010) > Collaborative Testing > Giuliodori, M. J., (2008), Kapitanoff, S. H. (2009), Rao, S. P., et al. (2002), Slusser, S. R., & Erickson, R. J. (2006). > Question generation by students > Denny, P., Hanks, B., & Simon, B. (2010), Fellenz, M. R. (2004). > Lecture Clickers and other Response Systems > For example Mazur, E., & Crouch, C. H. (2001), Caldwell (2007), Draper (2009) - Catalytic assessment > Question Formats > Various MCQ formats > Short Answer formats
ANALYTICS ¨C ACTING ON THE DATA > Selection and timing of questions to answer > Repeated practice > Within minutes/hours/days/weeks/months? > Drop-off rate of succesfully recalled answers
ANALYTICS ¨C ACTING ON THE DATA > Timing of feedback ¨C Based on Correct-Incorrectness and Speed > Per question > Answer again > Per group of questions > Per test as a whole > Directly after, longer and even longer
ANALYTICS ¨C ACTING ON THE DATA
ANALYTICS
ANALYTICS
CONCLUSION > Assessment in the form of quizzing can be powerful learning aid > Analytics can help with > Promotion of use > Decisions for repetition > Timing of repetition > Timing and type of feedback > Two more presentations to go: > Sharon Klinkenberg, Universiteit van Amsterdam > Caroline Timmers, Universiteit Twente s.draaijer@vu.nl, http://www.twitter.com/sdraaijer, http://nl.linkedin.com/in/silvesterdraaijer, http://draaijeronassessmentandtesting.wordpress.com/ 12 Presentatie

More Related Content

Using online quizzing and quiz results to improve study succes

  • 1. INVITED SYMPOSIUM SIG- DT, THEME: TEST-ENHANCED LEARNING MEETS LEARNING ANALYTICS. USING ONLINE QUIZZING AND QUIZ RESULTS TO IMPROVE STUDY SUCCESS SILVESTER DRAAIJER VRIJE UNIVERSITEIT AMSTERDAM
  • 2. ONLINE QUIZZING Perfect for data-collection of learning activity and acting on it! 2 Presentatie
  • 3. LEARNING THROUGH TESTING ¨C TESTING EFFECT Mcdaniel, M. A. et al. (2007) Karpicke, J. D., & Roediger, H. L. (2008), Roediger, H. L. I., & Karpicke, J. D. (2006) Recall test (Short Answer) have stronger effects than recognition tests (MCQ). E-assessment by design, Nicol, D (2007)
  • 5. CORRELATIONAL EFFECTS QUIZZING ON EXAM SCORES > Correlation between participation rate and exam scores > High correlation: Kibble and others (2007, 2008, 2011) > Correlation between quiz promotion and participation > Andrews, T. M., et al. (2011), Kibble, J.D. (2011) > Correlation between credit given and participation > Kibble, J.D. (2011)
  • 6. VARIATIONS > Distributed Learning ¨C Spacing Effect > Ebbinghaus (1885)! > Kerfoot et al. (2007, 2009, 2010) > Collaborative Testing > Giuliodori, M. J., (2008), Kapitanoff, S. H. (2009), Rao, S. P., et al. (2002), Slusser, S. R., & Erickson, R. J. (2006). > Question generation by students > Denny, P., Hanks, B., & Simon, B. (2010), Fellenz, M. R. (2004). > Lecture Clickers and other Response Systems > For example Mazur, E., & Crouch, C. H. (2001), Caldwell (2007), Draper (2009) - Catalytic assessment > Question Formats > Various MCQ formats > Short Answer formats
  • 7. ANALYTICS ¨C ACTING ON THE DATA > Selection and timing of questions to answer > Repeated practice > Within minutes/hours/days/weeks/months? > Drop-off rate of succesfully recalled answers
  • 8. ANALYTICS ¨C ACTING ON THE DATA > Timing of feedback ¨C Based on Correct-Incorrectness and Speed > Per question > Answer again > Per group of questions > Per test as a whole > Directly after, longer and even longer
  • 9. ANALYTICS ¨C ACTING ON THE DATA
  • 12. CONCLUSION > Assessment in the form of quizzing can be powerful learning aid > Analytics can help with > Promotion of use > Decisions for repetition > Timing of repetition > Timing and type of feedback > Two more presentations to go: > Sharon Klinkenberg, Universiteit van Amsterdam > Caroline Timmers, Universiteit Twente s.draaijer@vu.nl, http://www.twitter.com/sdraaijer, http://nl.linkedin.com/in/silvesterdraaijer, http://draaijeronassessmentandtesting.wordpress.com/ 12 Presentatie