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Effectiveness of Unannounced Electronic Assessment Quizzes to Enhance Student Learning.

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Abstract:

Objective: To assess the effectiveness of electronic assessment quizzes to enhance student competency of the core learning objectives.
Methods: Eight assessment quizzes were incorporated into a cardiovascular pharmacotherapeutics course to assess competency of the core learning objectives as measured by the overall performance in the course. The unannounced assessment quizzes were administered electronically to facilitate immediate feedback and discussion. Participation was optional as the assessment scores did not contribute towards the final grade. 127 students were evaluated for performance based on their total accumulated points and grade. A final score ≥180 of 200 total points was defined as an A letter grade. The course performance for students who took the majority of assessment quizzes (≥7/8) was compared to students participating in <7 assessment quizzes. Student comments regarding assessment quizzes in the final course evaluation were also reviewed for qualitative assessment.
Results: The frequency of 127 students receiving ≥180 points was significantly different between those who participated in ≥ 7 assessment quizzes compared to <7 assessment quizzes (10.2 vs. 6.3%, p<0.05). A total of 28 students provided specific comments regarding the assessment quiz on the final course evaluation. There were 17(60.7%) positive comments, 7(25.0%) negative comments, and 4(14.3%) with a mixture of positive and negative comments.
Implications: Preliminary data demonstrates a clear association between students who participated in a majority of the assessment quizzes and superior performance in the course. Furthermore, the integration of this teaching tool was considered useful by the students given the favorable feedback on the qualitative assessment.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p114302_index.html
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MLA Citation:

Chung, Eunice. and Chow, Sheryl. "Effectiveness of Unannounced Electronic Assessment Quizzes to Enhance Student Learning." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p114302_index.html>

APA Citation:

Chung, E. P. and Chow, S. L. , 2006-07-05 "Effectiveness of Unannounced Electronic Assessment Quizzes to Enhance Student Learning." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p114302_index.html

Publication Type: Abstract
Abstract: Objective: To assess the effectiveness of electronic assessment quizzes to enhance student competency of the core learning objectives.
Methods: Eight assessment quizzes were incorporated into a cardiovascular pharmacotherapeutics course to assess competency of the core learning objectives as measured by the overall performance in the course. The unannounced assessment quizzes were administered electronically to facilitate immediate feedback and discussion. Participation was optional as the assessment scores did not contribute towards the final grade. 127 students were evaluated for performance based on their total accumulated points and grade. A final score ≥180 of 200 total points was defined as an A letter grade. The course performance for students who took the majority of assessment quizzes (≥7/8) was compared to students participating in <7 assessment quizzes. Student comments regarding assessment quizzes in the final course evaluation were also reviewed for qualitative assessment.
Results: The frequency of 127 students receiving ≥180 points was significantly different between those who participated in ≥ 7 assessment quizzes compared to <7 assessment quizzes (10.2 vs. 6.3%, p<0.05). A total of 28 students provided specific comments regarding the assessment quiz on the final course evaluation. There were 17(60.7%) positive comments, 7(25.0%) negative comments, and 4(14.3%) with a mixture of positive and negative comments.
Implications: Preliminary data demonstrates a clear association between students who participated in a majority of the assessment quizzes and superior performance in the course. Furthermore, the integration of this teaching tool was considered useful by the students given the favorable feedback on the qualitative assessment.

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