Självrättande digitala quiz. Att spåra lärandeprogression för formativ bedömning och förbättra elevers provresultat

Abstract

Regular quizzing is a common feature of all levels of education and with increasing digitalization of education, especially in the wake of the covid-19 pandemic, tools used to quiz and test students will inevitably have to catch up. This study attempted to explore the use of self-marking digital quizzes administered as a part of regular lesson activites by comparing two groups of students of 17 (the test group) and 21 (the control group) students respectively. The test group were given regular quizzes (6 quizzes over a 9 week period) while the control group had lessons as before and quiz results were compared with both preceeding and proceeding test results, as well as with the results of the control group. Student quiz results were found to correlate very strongly with performance on both the preceeding (r(17) = .79, p = .00017) and proceeding (r(17) = .73, p = .00083) tests, indicating that the quizzes can indeed serve as an indicator of student learning progression. Comparing the results on the proceeding test with the preceeding test, however, showed an unexpected across-the-board decrease in results in both the test- and the controlgroup. Potential reasons for this unexpected result are discussed, including the unique circumstances of the proceeding test and also some student quiz-taking strategies that can possibly have a detrimental effect on learning. Implications for the teaching profession and also possible directions for future research are discussed.