Abstract:

A quiz can be developed to serve as a mini or short test. In this study, mini-test is a term given to a formal average or subject- limited exam that is organized at practically regular intervals (once each month) presumably to attain the following objectives and advantages;
1- To encourage the students for studying deeply their conceded lectures without time-limit stress ( due to limited assignment);
2- To train the students under variable conditions how to answer different exam forms at any time with little preparation ( readiness);
3- It forms part of the competency tests and it is given certain weightage.
4- It offers excellent revision and discussion of the lectures after each test with maximum benefit. The aim of this study was to introduce the mini-test as a tool for assessing the student applied and clinical knowledge in prosthetic dentistry and to analyze its use quantitatively to predict the student final mark before the final formative exam is performed.

Methodology:
The study was done on 32 dental students in fourth year, dental degree program, Mahsa University. Two lecturers working collectively were performed 6 formal mini-tests after giving a complete set of lectures in prosthetic dentistry before the test time. Six mini-tests were performed using equal number of multiple choice questions (MCQ; 10), and short essay questions (SEQ; 2). The exam time was set to 1 hour. On the other hand, the final formative exam consisted of 30, MCQs, and 8, SEQs in 3 hour.
A questionnaire was distributed after finishing the final exam to learn the students’ opinions. Descriptive analysis was used to test the features of the data. The marks of the tests were compared using paired t-test. Regression analysis was used to find the best model fit of the relation between the two types of assessment. Chi square, were used to analyze the questionnaire responses.

Results:
A statistical difference has been found between the marks of 1st and 2nd mini-tests, between 3rd and 4th mini-tests, and 4th and 5th mini-tests. However, no statistical difference was found between 2nd and 3rd mini tests and the average mark of the 6 performed mini-tests and the summative exam. no statistical dissimilarity was found between males and females for mini-tests as well as summative test. A significant positive correlation (R2 =0.699, ρ<.0.00) and a linear model fit were calculated between the formative exam outcome and the average mini- test mark.
Formal Final Test = -6.602 + 1.223 (Average MT). The questionnaire analysis showed that; the preparation time for mini-test was less compared to final test. The stress feeling due to preparation for the exam was less during mini-tests compared to final. The retaining of knowledge in case with mini-test, the students said that they retained more of the information compared to final exam. The students believed that with mini-test, they can discover their weak point more compared to final exam. The students supported the application of this experiment in other courses. Students concluded that mini-tests can improve their final results.
Conclusions:
Collecting and analyzing serial tests overtime may be a good tool for prediction and evaluation student performance before final test. Formal serial mini-tests and after exam discussion are well appreciated by students to enhance their knowledge.

Keywords:

Mini-test, final summative test, education assessment, performance monitoring tool, summative test indicator.