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To examine how use of different quiz formats in an introductory financial accounting course encourages student beliefs about performance in the course.

Surveys of students prior to and after experiencing five different types of quizzes in the course.

In general, students found quizzes to be a helpful and motivating tool in assisting them in preparation for exams. Students preferred the alternative quiz styles to a traditional quiz style, and for two of the four alternative quizzes, they experienced increases in confidence of the material as the result of the quiz.

Instructors should consider adopting alternative quiz formats, which are characterized as low stakes learning interventions that allow students to struggle, fail, and ultimately succeed in the introductory financial accounting course.

The quizzes had positive effects on students’ confidence in the course and the interactive nature of some quiz formats also increases students’ ability to work collaboratively with others in the class. This helps improve class participation overall.

Presents use of quizzes as a learning tool rather than just an assessment tool, and provides suggestions for type of quiz formats that increase students’ perceived confidence.

This study examines the transition in an Arabian Peninsula university context from traditional, in-class pen-and-paper quizzes to online quizzes. While research shows that quizzes can play an important role in student learning, the outcomes from online quizzes are not clear. Our research shows that the learning contribution of online quizzes depends on the form of online quizzing employed; yet the decision to use online quizzes is often influenced by other administrative objectives such as cost efficiencies, convenience, and public relations benefits. Given these findings, the paper highlights the importance of matching administrative priorities with one’s approach to learning and teaching when moving toward greater use of computer technology in coursework.

This article seeks to provide an overview of the development, construction and evaluation of an information literacy testing instrument connected with the VOILA! online information literacy tutorials, developed by librarians at Hunter College libraries for students enrolled in the college's first‐year orientation seminar (ORSEMs).

The VOILA! online information literacy tutorial, developed by librarians at Hunter College, has a test as one of its components. All incoming students registered in the college's orientation seminars (ORSEMs) are required to go through the VOILA! tutorials and take the test. The longitudinal development and evaluation of the test are reviewed, including initial statement of competencies, test creation, test construction (assessment type, question formulation and question type) and test evolution. Validity and reliability are also discussed in detail. Finally, a review of the test results including general statistics and the connection of student performance to test construction is provided.

Test construction was given a great deal of attention during the development of VOILA!, as librarians wanted an instrument that was valid and reliable. The importance of iterative test design and attention to the details of test construction is stressed in the article, and the methodology used to determine validity and reliability is presented. Those interested in testing information literacy skills must be able to examine the instrument, the results and the design process in a way that contributes meaningfully to the preparation of students to undertake research at the college level.

Librarians will continue to modify the VOILA! test in keeping with evaluation results, and the assessment will continue. Thus the results presented may not fully represent the final evaluative outcome.

This research is useful for information professionals who are interested in test design, construction and evaluation. The longitudinal study presents clear, practical information that can be used as a case study for other libraries interested in this area. The VOILA! test itself is included as an Appendix, and can be used as a model for other libraries to consult.

A literature review revealed a number of articles about testing and information literacy, but very few, if any, articles approached the discussion from a longitudinal test construction standpoint. In this way, the study presents information that is original. The study would be valuable for information professionals who are interested in test design, construction and evaluation.

This paper aims to study the relationship between students’ activities in the e-classroom and grades for the final exam. The study was conducted at the Faculty of Administration, University of Ljubljana among first-year undergraduate students. In the e-classroom, students learn new content for individual self-study, and their knowledge is checked with quizzes.

In the empirical study, the relationship between performance in quizzes and at the final exam was studied from two perspectives. First, successful and unsuccessful students (in terms of quizzes) were compared. Second, the Orange data mining software was used for two predictive modelling tasks. The research question was based on a student’s quiz performances, is it possible to predict whether the student will pass an exam and will the student’s grade for the exam be good.

The empirical results indicate a very strong connection between a student’s performance in quizzes and their score for the final exam in the course. Significant differences in performance were found between students who had completed most quizzes and those who had not. Moreover, the results highlighted which quizzes, in other words topics, are most important for passing an exam or obtaining a better grade. Therefore, the quality of individual study in the e-classroom positively influences a student’s performance.

The paper is the first to assess the impact of students’ activities on learning outcomes in undergraduate public administration programmes by applying a data mining approach.

The purpose of this paper is to compare two ways of collecting job quality data in Britain using a common set of questions. One way is through a short quiz taken by a self-selected sample and completed by clicking on a web link www.howgoodismyjob.com. The other way is via an invitation to take part in a long-running survey of working life – the Skills and Employment Survey. The survey takes much longer to complete, is carried out face-to-face and is based on random probability principles.

To be content-comparable, the quiz uses tried and tested questions contained in recent waves of the Skills and Employment Survey. Each survey comprises a nationally representative sample of workers in Britain aged 20–65 years. However, the quiz is based on uncontrolled convenience sampling prompted, in large part, by a Facebook advertising campaign, whereas survey participants are randomly selected. In this paper, the authors compare the profile of respondents and their responses to these two different modes of data collection and therefore shine a light on any biases in the samples and differences in the results respondents report.

The paper shows that while the number taking in the quiz is impressive, participation in the quiz – unlike the survey – is heavily skewed. Weighting can be used to correct some of these sample selection biases. But, even then, the picture painted by the quiz and survey data varies with the quiz under-reporting the intrinsic quality of jobs, while over-reporting on the extrinsic rewards. This suggests that how job quality data are collected can have a strong influence on the results produced.

The findings suggest that a number of biases are in operation, both in terms of those who take part and the answers they give. This makes comparison between data collected using radically different methods, at best, inadvisable and, at worst, misleading. Nevertheless, quizzes are a good way of engaging large numbers of people in public debates, gathering additional data, extending the reach of academic work and prompting action to improve working life. However, the limitation of this study is that it does not offer a true experiment of different ways of collecting the same data. The quiz and survey were, for example, not carried out at the same time, but were some 14 months apart.

Over 50,000 people took part in the quizzes reported in the paper and almost 1,300 investigated joining a trade union as a result. The reach of the quiz far exceeds the 3,306 people who took part in the Skills and Employment Survey 2017.

This paper focusses on how job quality data are collected and the consequences this has for the validity of the data gathered. This is a unique contribution to international debates about the measurement and monitoring of trends in job quality.

This paper discusses the development of a system using SMS (short messaging system) to facilitate learning and also as a new method in the evaluation of teaching and learning.

The design of a system that uses SMS for the quiz is proposed as an alternative for formative assessment of teaching and learning for courses at institutions of higher learning in Malaysia. The fundamental idea of the SMS assessment system is based on the SMS function which is the basic feature of the normal mobile phone to receive and send text messages at anytime and anywhere. This will allow the formative assessment to be done in a course with a more flexible approach.

It is found that the quiz through SMS has the potential to be used in the teaching and learning environment. However there are some constraints and issues in the operation of this system that needs to be addressed before the system can be utilized optimally. These constraints and issues involve the system stability, the users/students and other general issues.

This article offers a new alternative for lecturers, teachers and students in the implementation of formative assessment quizzes via SMS.

The flipped classroom model is an emerging teaching pedagogy in universities, colleges and secondary schools. This model will likely be successful if students prepare and acquire basic knowledge before class hours. Pre-class video lectures are common for students to access knowledge before class hours. However, students often do not watch the pre-class videos or do so only immediately before class hours due to poor engagement and supporting strategies, which can have detrimental effects on their learning achievement. To address this issue, embedding quiz questions into pre-class recorded videos may increase the completion of pre-class activities, students' engagement and learning success. This study examines the effect of a quiz-based flipped classroom (QFC) model to improve students' learning achievement and engagement in a computer science course.

The study involved 173 participants divided into experimental and control groups. The experimental group consisted of 78 students who used the QFC model, while the control group consisted of 73 students who used the conventional flipped classroom (CFC) model.

The 10-week experiment showed that the QFC model effectively improved students' learning achievement and engagement (both behavioral and agentic) compared to the CFC model.

Embedding quiz strategy into the pre-class video demonstrated the potential support to enhance the efficacy of the CFC model. Based on the results of this research, the authors recommended that flipped educators can use the quiz strategy to minimize pre-class issues (especially students' disengagement).

This research adds to the existing literature by evaluating the effect of the newly proposed model on students' learning outcomes and engagement. This study's results can guide colleges and universities intending to implement a blended learning or flipped learning model. The research also gives design, content and course implementation guidelines, which can help engage students to achieve their learning objectives.

Current online testing often lacks credibility, integrity, and reliability, though many online tests are implemented. Online testing with face recognition is a relatively new form of web‐based testing model in comparison to current testing. The purpose of this paper is to discuss implementation of face recognition technology to increase quiz efficacy and build credible online quiz systems.

While existing models of web‐based quiz systems are being improved, most current quiz models do not consider the function of fraud detection during a web‐based quiz. Online testing credibility includes the perceptions of the student and teacher on how the site would meet their expectations and how believable the testing scores are.

In a survey of faculty (25) and students (257) on online testing credibility, 80 percent of the teachers and 98 percent of the students doubt the score credibility of the current online testing system. After explaining and implementing face recognition system to the subjects, 74 percent of the teachers and 69 percent of the students positively believe the online testing result. According to hypothetical examination, face recognition, practicality, and interaction greatly shape users' opinions regarding online testing credibility.

The most prominent finding in this paper is that face recognition technology positively improves the online testing credibility.

Describes how online assignments using the WebQuiz program developed at Harvey Mudd College enrich both technical and non‐technical courses in several important ways. By helping prepare students for class by encouraging careful reading of background material, the focus of class time can shift from exposition to development of ideas, leading to a richer and more interactive classroom experience. By providing guidance and detailed feedback, WebQuiz can be used to support students in their independent review of material, as well as in the independent study of new material. Discusses in detail several applications of this flexible, Web‐based platform.