Abstract : This paper describes experiences with online quizzes in an operations management course. Online quizzes were introduced to offset larger class sizes. During several quarters, experimentation with online quizzes took place including the number of attempts, the amount of time allowed and the topical coverage in the quizzes. Three research questions are explored: what type of online quiz taking behaviour do students have? Do online quizzes help students improve their grade, that is, Does improvement occur within a course? and, Does the use of online quizzes help a class overall? It was concluded that online quizzes do not significantly improve student learning.
? This resource information is intended to assist staff in the creation of quizzes for use in online learning materials.
? The design and writing of quizzes may be done in the University's virtual learning environment (VLE) Blackboard module space or within learning objects.
? Although data mining tools do exist to deal with such problems,we found it easier to write a simple program in the C programming language by ourselves.
? Moreover, it was also determined that a significant positive correlation existed between the scores on the quizzes and the scores on the final examination.
? Interpret solutions to quantitative data problems relevant to the operations management discipline.
? This is a contentious issue that may also have to do with a wider discussion on grade inflation.
? To deal with this issue, the weight of the online quizzes was reduced. The purpose for using the quizzes was changed from serving as a study tool based on feedback to an engagement tool that would encourage students to interact with the material at some level before class.
? This raises the issue of whether the use of online quizzes is a good mechanism for improving student learning.
• Online assessments also gives the opportunity for learners to interact and collaborate with their peers during online discussions, reflection exercises, self and peer review, and group work.
• Most MCQs feature one correct answer, and two to four “distractor” choices that are incorrect.
• This versatility stems from the fact that the questions can contain more elaborate scenarios that require careful consideration on the part of the student.
• They allow students to express their thoughts and opinions in writing, granting a clearer picture of the level of student understanding.
• It is not necessary to assess all learning outcomes
? The cognitive position of students is one of the factors that might explain class performance as well as provide an overall indication about how students approach the classroom.
? In other words, how students perceive online quizzes and the helpfulness of online quizzes does not necessarily correspond with the actual performance of students in the classroom when measured by exam scores.
? They also found that there was a significant correlation between performance on master quizzes and on the examinations.
? The quiz taking behaviour patterns indicated that students did not use the feedback from the online quiz performance to study the material again and subsequently retake the quiz with better preparation.
|