Abstract
Background: One of the common problems of education in universities is that teachers do not evaluate continuously. The effect of continuous evaluation on student learning has been less investigated and this study intends to address this issue.Methods: In this quasi-experimental study, 30 students in the first semester of 2014 and 22 students in the first semester of 2015 were enrolled. The control group received teaching in the form of lecturewith question and answer in all sessions and the intervention group in addition to that, received quizzes every week. Finally, test scores of students were compared. Data were analyzed using independentt, paired t, and Chi-square tests and P<0.05 was considered significant.Results: Mean scores of midterm examination in the intervention and control group were 3.77±0.47 and 3.25±0.44, respectively (P=0.003). Also mean scores of the final examination in the intervention and control groups were 16.69 ±1.63 and 15.40±1.02 (P<0.001).Conclusion: Weekly quiz tests increased the test scores in the midterm and final examinations in the students.
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© 2017, Author(s). This open-access article is available under the Creative Commons Attribution 4.0 (CC BY 4.0) International License (https://creativecommons.org/licenses/by/4.0/), which allows for unrestricted use, distribution, and reproduction in any medium, provided that the original work is properly cited.