Statistical Demonstration of Superiority of High-Frequency Short-Tests in Assessment When Teaching Statistics to Enhance Higher Student Pass Rates
Solly Matshonisa Seeletse, Tshepo Matsose, Gezani Richman Miyambu and Eunice Lebogang Sesale
DOI : 10.3844/ajassp.2017.923.929
American Journal of Applied Sciences
Volume 14, Issue 9
When facilitating learning, quick and small assessments can assist to detect areas that require further reinforcement and also identify students who need extra help in understanding the concepts taught. This paper demonstrates with Statistics, a difficult subject to pass at Higher Education Institution (HEI) level, that when these tests are administered at high frequencies and in large numbers, students are boosted to perform better, seemingly because there is no chance to pause learning. In addition to the higher performance shown, the students’ marks were more stable when checked using the Coefficient of Variation (CV) measure. This was an indication that in the case of many assessment exercises, the higher student performances obtained were also more reliable and had a better chance to be replicated when the exercise was repeated.
© 2017 Solly Matshonisa Seeletse, Tshepo Matsose, Gezani Richman Miyambu and Eunice Lebogang Sesale. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.