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    Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

    Maclean, Gillis A. C.; McKeown, Paul C. M.
    Abstract
    Conventional take-home assignments and online quizzes are compared as formative assessments intended to engage students in learning. Using data from six semesters for each, we consider five characteristics: participation, timeliness and nature of feedback, fit within overall course assessment, and cost of delivery. Both assignments and quizzes generated high participation. Marked feedback took up to five weeks with assignments but was immediate with quizzes. In both cases, passing the formative assessment did not ensure a pass in the exam, but failing it indicated a lack of engagement and almost certain exam failure. The 10% course weighting for quizzes fitted better than the 30% for assignments. The assignments were costly to administer, but online quizzes had a marginal cost close to zero. As formative assessments, we find that overall online quizzes were as effective as take-home assignments and cost considerably less.... [Show full abstract]
    Keywords
    formative assessment; summative assessment; economics education; online assessment
    Fields of Research
    1401 Economic Theory; 1402 Applied Economics; 1499 Other Economics
    Date
    2013
    Type
    Journal Article
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    • Department of Agribusiness and Markets [119]
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    Maclean-McKeown 2012 Comparing online quizzes and takehome.pdf
    DOI
    https://doi.org/10.1080/00779954.2012.707530
    Metadata
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    Copyright © 2013 New Zealand Association of Economists Incorporated
    Citation
    Maclean, G. & McKeown, P. (2013). Comparing online quizzes and take-homeassignments as formative assessments in a 100-level economics course, New Zealand Economic Papers, 47:3, 245-256, DOI: 10.1080/00779954.2012.707530
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