This article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an isolated assessment tool, but also when integrated into a combined strategy, which support the overall programming of the subject. | Journal of Technology and Science Education ANALYSIS OF ONLINE QUIZZES AS A TEACHING AND ASSESSMENT TOOL Lorenzo Salas-Morera, Antonio Arauzo-Azofra, Laura García-Hernández University of Córdoba, Escuela Politécnica Superior, Área de Proyectos de Ingeniería Córdoba/Spain lsalas@, arauzo@, ir1gahel@ Received November 2011 Accepted February 2012 Abstract This article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an isolated assessment tool, but also when integrated into a combined strategy, which support the overall programming of the subject. The results obtained during the five years of experimentation using online quizzes shows that such quizzes have a proven positive influence on students' academic performance. Furthermore, surveys conducted at the end of each course revealed the high value students accord to use of online quizzes in course instruction Keywords - Engineering education, educational technology, blended learning, online quizzes, e-assessment. ---------- 1 INTRODUCTION The actual implementation of the European Higher Education Area in Spain has led to deep changes in official regulations and university course catalogues, and to the inclusion of interactive teaching and learning methods. With the application of these methods, student responsibility in the learning process, and the need to acquire both content knowledge as well as specific and generic professional-related skills, has increased notably (Secretaría General de Universidades, 2009). This paper presents the results of five consecutive years applying a combination of teaching strategies — discussion forums, group tutoring, collaborative learning, peer review and online quizzes .
