DO EXTRA CREDIT POP QUIZZES IMPROVE GROSS ANATOMY EXAM PERFORMANCE?

Carol A. Nichols, Ph.D.* Medical College of Georgia, Augusta, GA 30912 U.S.A.

PURPOSE: Quizzes between exams are used in a variety of ways to encourage student preparation and discourage study procrastination. In an eight week Systemic Gross Anatomy course taught each year, varying numbers of unannounced extra credit pop quizzes have been given. Effect of these quizzes on actual exam performance is evaluated.

METHODS: Extra credit quizzes were given at random intervals between three major exams. Questions tested recall and/or application of material that would be on an upcoming exam. Each quiz was worth a maximum of two points on a student’s subsequent exam grade. Some years six pop quizzes were given; other years fewer or even none were given. To determine effectiveness of quizzes on actual exam performance, exam grades and overall course grades were averaged before and after the addition of quiz points and then compared across years.

RESULTS: As expected, quizzes improved exam grades and overall course grades because extra points were added to each actual exam score. However, they did not significantly improve actual exam performance. There was no statistical difference in actual exam performance or overall course performance across years regardless of the number of pop quizzes given.

CONCLUSIONS: Students like extra credit quizzes because they provide formative feedback and boost grades. However, actual exam performance does not appear to improve when quizzes are given. This finding may be explained by the low-stakes nature of the quizzes or a quiz format that differs from the computerized multiple choice didactic and lab practical format of actual exams.