Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

Muhammad Noman Rashid; Ali Muhammad Soomro; Aftab Hussain Abro; Syeda Beenish Noman

doi:doi:10.11648/j.aap.20170201.12

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Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan

Muhammad Noman Rashid, Ali Muhammad Soomro, Aftab Hussain Abro, Syeda Beenish Noman

Published in Advances in Applied Physiology (Volume 2, Issue 1)

Received: 17 April 2017 Accepted: 16 May 2017 Published: 28 August 2017

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Abstract

Background Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. In the current study two separate studies were conducted to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. Material and Methods In the first study, providing a single online practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r 50.42 and r 50.24). When students were provided multiple practice quizzes with feedback (second study). Results there was a weak correlation between the frequency of use and performance on each summative examination (r 50.17 and r 50.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes overtime. Conclusion we concluded that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations.

Published in	Advances in Applied Physiology (Volume 2, Issue 1)
DOI	10.11648/j.aap.20170201.12
Page(s)	10-17
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Formative Assessment, Physiology Education, Practice Tests, Examinations, Summative Assessment, Study Tools, Online Examination

References

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APA Style

Muhammad Noman Rashid, Ali Muhammad Soomro, Aftab Hussain Abro, Syeda Beenish Noman. (2017). Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan. Advances in Applied Physiology, 2(1), 10-17. https://doi.org/10.11648/j.aap.20170201.12

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ACS Style

Muhammad Noman Rashid; Ali Muhammad Soomro; Aftab Hussain Abro; Syeda Beenish Noman. Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan. Adv. Appl. Physiol. 2017, 2(1), 10-17. doi: 10.11648/j.aap.20170201.12

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AMA Style

Muhammad Noman Rashid, Ali Muhammad Soomro, Aftab Hussain Abro, Syeda Beenish Noman. Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan. Adv Appl Physiol. 2017;2(1):10-17. doi: 10.11648/j.aap.20170201.12

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@article{10.11648/j.aap.20170201.12,
  author = {Muhammad Noman Rashid and Ali Muhammad Soomro and Aftab Hussain Abro and Syeda Beenish Noman},
  title = {Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan},
  journal = {Advances in Applied Physiology},
  volume = {2},
  number = {1},
  pages = {10-17},
  doi = {10.11648/j.aap.20170201.12},
  url = {https://doi.org/10.11648/j.aap.20170201.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.aap.20170201.12},
  abstract = {Background Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. In the current study two separate studies were conducted to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. Material and Methods In the first study, providing a single online practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r 50.42 and r 50.24). When students were provided multiple practice quizzes with feedback (second study). Results there was a weak correlation between the frequency of use and performance on each summative examination (r 50.17 and r 50.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes overtime. Conclusion we concluded that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations.},
 year = {2017}
}

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TY  - JOUR
T1  - Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan
AU  - Muhammad Noman Rashid
AU  - Ali Muhammad Soomro
AU  - Aftab Hussain Abro
AU  - Syeda Beenish Noman
Y1  - 2017/08/28
PY  - 2017
N1  - https://doi.org/10.11648/j.aap.20170201.12
DO  - 10.11648/j.aap.20170201.12
T2  - Advances in Applied Physiology
JF  - Advances in Applied Physiology
JO  - Advances in Applied Physiology
SP  - 10
EP  - 17
PB  - Science Publishing Group
SN  - 2471-9714
UR  - https://doi.org/10.11648/j.aap.20170201.12
AB  - Background Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. In the current study two separate studies were conducted to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. Material and Methods In the first study, providing a single online practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r 50.42 and r 50.24). When students were provided multiple practice quizzes with feedback (second study). Results there was a weak correlation between the frequency of use and performance on each summative examination (r 50.17 and r 50.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes overtime. Conclusion we concluded that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations.
VL  - 2
IS  - 1
ER  -

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Author Information

Muhammad Noman Rashid

Department of Physiology, Research and Ethics Department Shaheed Mohtarma Benazir Bhutto Medical College, Karachi, Pakistan
Ali Muhammad Soomro

Department of Physiology, University of Sindh, Jamshoro, Pakistan
Aftab Hussain Abro

Department of Community Health Sciences, Shaheed Mohtarma Benazir Bhutto Medical College, Karachi, Pakistan
Syeda Beenish Noman

Department of Obstetrics and Gynecology, Aga University Hospital, Karachi, Pakistan

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Muhammad Noman Rashid, Ali Muhammad Soomro, Aftab Hussain Abro, Syeda Beenish Noman. (2017). Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan. Advances in Applied Physiology, 2(1), 10-17. https://doi.org/10.11648/j.aap.20170201.12

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ACS Style

Muhammad Noman Rashid; Ali Muhammad Soomro; Aftab Hussain Abro; Syeda Beenish Noman. Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan. Adv. Appl. Physiol. 2017, 2(1), 10-17. doi: 10.11648/j.aap.20170201.12

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AMA Style

Muhammad Noman Rashid, Ali Muhammad Soomro, Aftab Hussain Abro, Syeda Beenish Noman. Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan. Adv Appl Physiol. 2017;2(1):10-17. doi: 10.11648/j.aap.20170201.12

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@article{10.11648/j.aap.20170201.12,
  author = {Muhammad Noman Rashid and Ali Muhammad Soomro and Aftab Hussain Abro and Syeda Beenish Noman},
  title = {Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan},
  journal = {Advances in Applied Physiology},
  volume = {2},
  number = {1},
  pages = {10-17},
  doi = {10.11648/j.aap.20170201.12},
  url = {https://doi.org/10.11648/j.aap.20170201.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.aap.20170201.12},
  abstract = {Background Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. In the current study two separate studies were conducted to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. Material and Methods In the first study, providing a single online practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r 50.42 and r 50.24). When students were provided multiple practice quizzes with feedback (second study). Results there was a weak correlation between the frequency of use and performance on each summative examination (r 50.17 and r 50.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes overtime. Conclusion we concluded that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations.},
 year = {2017}
}

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TY  - JOUR
T1  - Medical Students Academic Performance Assessment in Physiology Courses Using Formative and Summative Quizzes at SMBB Medical College Karachi, Pakistan
AU  - Muhammad Noman Rashid
AU  - Ali Muhammad Soomro
AU  - Aftab Hussain Abro
AU  - Syeda Beenish Noman
Y1  - 2017/08/28
PY  - 2017
N1  - https://doi.org/10.11648/j.aap.20170201.12
DO  - 10.11648/j.aap.20170201.12
T2  - Advances in Applied Physiology
JF  - Advances in Applied Physiology
JO  - Advances in Applied Physiology
SP  - 10
EP  - 17
PB  - Science Publishing Group
SN  - 2471-9714
UR  - https://doi.org/10.11648/j.aap.20170201.12
AB  - Background Formative practice quizzes have become common resources for self-evaluation and focused reviews of course content in the medical curriculum. In the current study two separate studies were conducted to (1) compare the effects of a single or multiple voluntary practice quizzes on subsequent summative examinations and (2) examine when students are most likely to use practice quizzes relative to the summative examinations. Material and Methods In the first study, providing a single online practice quiz followed by instructor feedback had no effect on examination average grades compared to the previous year or student performances on similar questions. However, there were significant correlations between student performance on each practice quiz and each summative examination (r 50.42 and r 50.24). When students were provided multiple practice quizzes with feedback (second study). Results there was a weak correlation between the frequency of use and performance on each summative examination (r 50.17 and r 50.07). The frequency with which students accessed the practice quizzes was greatest the day before each examination. In both studies, there was a decline in the level of student utilization of practice quizzes overtime. Conclusion we concluded that practice quizzes provide some predictive value for performances on summative examinations. Second, making practice quizzes available for longer periods prior to summative examinations does not promote the use of the quizzes as a study strategy because students appear to use them mostly to assess knowledge one to two days prior to examinations.
VL  - 2
IS  - 1
ER  -

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