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Is activity in online quizzes correlated with higher exam marks?

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  • Paul McKeown
  • Gillis Maclean

Abstract

Online quizzes are widely used as formative learning exercises. An important innovation is that online activity log data allow direct measurement of student activity in quizzes, such as time taken and number of attempts. It has previously been shown that participation in quizzes increases dramatically when grades are awarded as incentives. Data from six semesters in an introductory economics course show a significant positive correlation between total quiz activity and final exam marks for a given first test mark. This has implications for the prediction of exam aegrotats. While the results don't necessarily imply a causal link between quiz activity and exam marks, they do provide some evidence to indicate such a link.

Suggested Citation

  • Paul McKeown & Gillis Maclean, 2013. "Is activity in online quizzes correlated with higher exam marks?," New Zealand Economic Papers, Taylor & Francis Journals, vol. 47(3), pages 276-287, December.
    • Handle: RePEc:taf:nzecpp:v:47:y:2013:i:3:p:276-287
    DOI: 10.1080/00779954.2012.715826
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    References listed on IDEAS

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    1. Stephen Hickson, 2010. "The impact of question format in principles of economics classes: Evidence from New Zealand," New Zealand Economic Papers, Taylor & Francis Journals, vol. 44(3), pages 269-287.
    2. Pena, Edsel A. & Slate, Elizabeth H., 2006. "Global Validation of Linear Model Assumptions," Journal of the American Statistical Association, American Statistical Association, vol. 101, pages 341-354, March.
    3. Stephen Hickson, 2010. "The Impact of Question Format in Principle of Economics Classes: Evidence from New Zealand," Working Papers in Economics 10/10, University of Canterbury, Department of Economics and Finance.
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