Abstract
An attempt was made to forecast performance on midterm and final examinations from performance on the weekly quizzes which preceded these examinations. Data from 37 students in a Master's level course in nursing research design suggest that, although performance on a weekly quiz is a significant predictor of both midterm and final examination scores, the former prediction appeared to be more effective than the latter. It is possible that by the second half of the semester, students have learned to use the results of weekly quizzes to modify their study habits, and hence to change the forecast. Implications for instruction include teaching students to use the results of formative evaluation early in the semester.
Get full access to this article
View all access options for this article.