102 - Formative Assessment in the Use of Pre-Lecture Recordings Improves Lecture Examination Scores in a Large Undergraduate Basic Human Anatomy Course

Poster Board Number: 102
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Odd poster #s – first hour
Even poster #s – second hour

Abstract Body : Anatomy A215 (Basic Human Anatomy) is a large enrollment lecture/lab course offered at Indiana University – Bloomington. A215 instructors have implemented the use of formative assessment strategies to increase student engagement with course material and potentially improve student outcomes.
In the Fall of 2021, A215 instructors utilized a flipped classroom format of instruction where lecture content was delivered asynchronously online and optional F2F sessions were used for the implementation of active learning strategies. We previously reported that students who regularly participated in the optional F2F interactive sessions scored significantly higher on lecture exams than those who did not participate (Nichols & O’Loughlin, 2022). Student evaluations at the course end indicated that many students found it difficult to complete the lecture recordings as scheduled. We believe that students who did not possess the adequate skills to self-regulate their learning struggled to remain meaningfully engaged with the lecture content.
As a result of the previous semester’s finding, the Fall 2022 iteration of A215 implemented the use of PlayPosit pre-lecture recordings with embedded quiz questions. These pre-lecture recordings were in addition to (and not in place of) F2F class time. These recordings differed from those of the previous year in that students had to answer the embedded questions before proceeding through the remainder of the video, and students received points for timely completion of these quizzes (the recordings and quizzes had to be completed before that day’s F2F lecture session). Timely completion of all pre-lecture recordings (with embedded quizzes) resulted in 4 points per week awarded, while timely but partially completed assignments were awarded 2 points. Zero points were awarded if all pre-lecture recording assignments were submitted late, incomplete, or not done. Using the data available from the learning management system Canvas, instructors found a statistically significant positive correlation between timely completion of the pre-lecture recordings and active learning activities and lecture examination scores.
Using formative assessments embedded as media in pre-lecture recordings and interactive learning strategies, A215 students interacted with the presented material to practice spaced retrieval and interleaving – learning techniques that would provide an equitable approach to students that may lack the prerequisite self-regulation to succeed. The quizzes embedded into the pre-lecture recordings encouraged students to engage meaningfully with the presented material in a timely manner and allowed instructors to determine if there is a correlation between scheduled completion of pre-lecture recordings and lecture examination outcomes in the course. Utilization of the data gleaned from learning analytics provides a powerful tool to implement interventions should students not reach a desired or beneficial performance threshold.