Monitoring formative impact of multiple quiz types on exam performance: introductory accounting in online environment

This study analyzes the formative impact of multiple quiz types on conceptual exams. In an online introductory accounting course designed for non-business majors, two types of e-quizzes were assigned in tandem for each lesson: a multiple-choice conceptual quiz (CQ) and a fill-in numerical quiz (NQ). In effect, these e-quizzes were unproctored, open-book formative assessments administered as graded web-based homework, while the e-exams were closed-book summative assessments with online proctoring. To gauge the formative effects of each quiz type on exam performance, regression analysis was used on a large dataset (n = 3,392 students) spanning six academic years (AY2015-16 to AY2020-21). Control variables were included for bonus points, math background, years of college, and seasonality. Main results indicated a positive coefficient for NQ performance, but a nonsignificant coefficient for CQ performance. Subsample results and alternative estimation methods corroborated this finding. Quantile regression analysis further revealed that the NQ coefficient was most positive in the lower quantiles of exam performance. Together, these results suggest that NQs can contribute to conceptual knowledge in addition to procedural knowledge.