Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps

An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

本研究将一套集成每日在线测试功能的课堂计算机辅助系统，应用于两个大型大学本科教学班。我们针对该系统对学生学业表现的提升效果，以及中低收入与中高收入阶层学生间学业成绩差距的缩小情况展开了分析。参与试验的学生共计901名，他们携带笔记本电脑进入课堂，并参与每日随堂小测，该测试可即时为学生提供个性化反馈。我们将试验班级的学生表现，与同一批授课教师此前教授的传统教学班（共935名学生）的同期数据进行了比对。通过比对历年完全一致的考题，试验班级的考试成绩较往届平均高出约半个字母等级。试验班级的学生不仅在修读该课程的当学期表现更优异，在后续学期的其他课程中也取得了更好的成绩。该新型系统使不同社会阶层学生间的学业成绩差距缩小了50%。本研究结果表明，在大型讲座式课程中应常规采用高频且计入成绩的随堂小测，以提升学生在本课程及同期、后续其他课程中的学业表现。