Purpose
Formative assessments provide timely feedback that can strengthen
comprehension and support student success, yet medical education often relies
on high-stakes summative tests. To enhance learning in the historically
challenging Scientific Foundations course, we introduced structured weekly
formative assessments and evaluated their relationship to summative exam
performance and student perceptions.
Methods
In Fall 2023, 153 first-year osteopathic medical students completed the
nine-week Scientific Foundations course, which included three summative exams
and nine weekly formative quizzes (10–15 questions each). Quizzes were
administered in person through Blackboard with a lockdown browser and were
later made available for optional retake. Students received immediate scores
but no item-level feedback. Mandatory faculty-led review sessions followed
each quiz. Pearson’s correlation assessed relationships between first-attempt
quiz scores, number of quiz attempts, and summative exam performance. A
student questionnaire captured perceptions of the quizzes, and thematic
analysis explored perceived benefits and challenges.
Results
First-attempt formative quiz performance showed a significant positive
correlation with overall course grades and with scores on corresponding
summative exams. However, the number of quiz attempts was negatively
correlated with overall course grades, suggesting that repeated attempts may
serve as a marker of difficulty rather than improved learning. Thematic
analysis demonstrated strong student support for the formative quizzes,
citing improved identification of learning gaps, more consistent study
habits, and reduced pressure compared to graded assessments. Students
recommended adjustments such as changing quiz timing, revealing correct
answers afterward, and offering a self-paced option. Overall, 96% of students
preferred or strongly preferred formative quizzes over graded quizzes.
Conclusion
Structured formative assessments were well received, and first-attempt
formative quiz performance is positively associated with summative exam
performance, suggesting they enhance learning and support student success in
a demanding preclinical science course. Future efforts will focus on
optimizing quiz structure and feedback delivery to further strengthen their
educational impact.