Engagement with online pre-exam formative tests improves exam performance and feedback satisfaction

Abstract

The National Union of Students (NUS) National Student Experience Report identified examination feedback as an area where students had particular concerns. This finding was echoed in the authors' institution and triggered an action research project to investigate ways of improving students' perceptions of pre- and post-exam feedback. We report the results of part of the project aimed at improving student satisfaction with pre-exam feedback and preparedness for the end of module examination, where we used an 'Assessment for Learning' (AfL) strategy. Students on a second year human genetics module (LSC-20050) were supplied with a series of 10 formative online tests with instant feedback. Our results show that students who completed more of the online tests performed significantly better in the end of module exam than students who completed < 4 tests. Comparing the LSC-20050 exam results with other bioscience modules indicates that the students who took fewer tests did no better in LSC-20050, but the students who did more tests showed significantly enhanced performance in LSC-20050. Students who did the tests reported that they found the tests a useful way to learn and felt better prepared for the exam. Thus, engagement with online assessments can improve pre-exam feedback satisfaction with the added bonus of improving exam performance. © 2013 G. Scott, The Higher Education Academy.