The Impact of High-Frequency Quizzes on the Grades of the Course “Nutrition and Food Hygiene” in the Field of Preventive Medicine—An Empirical Study Based on Formative Assessment

目的：验证高频小测验对预防医学专业《营养与食品卫生学》课程平时成绩、期末成绩及总评成绩的影响，为医学课程考核改革提供实证依据。方法：选取某医学类大学预防医学专业2019级(传统教学组)和2020级(小测验干预组)学生为研究对象，在保持教学内容与课时不变的前提下，2020级通过在线考试系统增设高频小测验(占平时成绩60%)。收集两组学生平时成绩、期末成绩及总评成绩，采用SPSS 26.0进行独立样本T检验等分析。结果：干预组平时成绩和期末成绩均显著高于传统组(P Objective: Verify the impact of high-frequency quizzes on the regular grades, final grades, and overall evaluation scores of the course “Nutrition and Food Hygiene” in the field of preventive medicine, and provide empirical evidence for the reform of medical course assessment. Method: Students majoring in preventive medicine from a certain medical university in 2019 (traditional teaching group) and 2020 (small test intervention group) were selected as the research subjects. On the premise of maintaining the same teaching content and class hours, high-frequency small tests (accounting for 60% of their usual grades) were added through an online examination system in 2020. Collect the daily grades, final grades, and overall evaluation scores of two groups of students, and conduct independent sample t-test and other analysis using SPSS 26.0. Result: The intervention group had significantly higher daily and final grades than the traditional group (P < 0.001), with effect sizes of 1.14 and 1.11, respectively, reaching a large effect level; Although the overall evaluation score of the intervention group was higher than that of the traditional group, the difference did not reach a statistically significant level (P = 0.106), and the effect size was relatively small (d = 0.28). Conclusion: Implementing high-frequency quizzes in the course of “Nutrition and Food Hygiene” can significantly improve students’ daily grades and final written test scores, reflecting the positive role of formative evaluation in knowledge consolidation and test taking ability cultivation. However, the difference in overall evaluation scores is not significant. Subsequent research needs to optimize the design of assessment weights, expand the sample size, explore the influence of quiz frequency, difficulty, and score feedback mechanism, and promote the transformation of medical education towards “process-result dual drive”.