Online Assignments in Economics: A Test of Their Effectiveness

Kennelly, Brendan; Considine, John; Flannery, Darragh

doi:10.1080/00220485.2011.555696

Cited by 32 publications

(20 citation statements)

References 2 publications

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“…In Econ 101/110, whether or not students were engaged in some kind of formative assessment process turns out to be more important than whether that assessment was written or multiple-choice. This is in line with the conclusions of Kennelly, Considine and Flannery, (2011), Lee, Courtney, and Balassi, (2010) and Palocsay and Stevens, (2008).…”

Section: Formative Assessment In Econ 101/110 2001-2011: Resultssupporting

confidence: 80%

“…Kennelly, Considine and Flannery (2011), and Lee, Courtney and Balassi (2010) found that changing the formative assessment medium (from on-paper to online) made no significant difference to (summative) exam marks; Palocsay and Stevens (2008) found the same in business statistics. Without reference to on-paper formative assessment, Galizzi (2010) found no significant effect, and Stephenson (2001) found a "modest" increase, in exam marks after the introduction of online formative assessment.…”

Section: Formative and Summative Assessmentmentioning

confidence: 99%

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Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

Maclean

McKeown

2013

New Zealand Economic Papers

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Conventional take-home assignments and online quizzes are compared as formative assessments intended to engage students in learning. Using data from six semesters for each, we consider five characteristics: participation, timeliness and nature of feedback, fit within overall course assessment, and cost of delivery. Both assignments and quizzes generated high participation. Marked feedback took up to five weeks with assignments but was immediate with quizzes. In both cases, passing the formative assessment did not ensure a pass in the exam, but failing it indicated a lack of engagement and almost certain exam failure. The 10% course weighting for quizzes fitted better than the 30% for assignments. The assignments were costly to administer, but online quizzes had a marginal cost close to zero. As formative assessments, we find that overall online quizzes were as effective as take-home assignments and cost considerably less.

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Section: Formative Assessment In Econ 101/110 2001-2011: Resultssupporting

confidence: 80%

Section: Formative and Summative Assessmentmentioning

confidence: 99%

Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

Maclean

McKeown

2013

New Zealand Economic Papers

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“…Apart from these, assignment completions -on paper or online help students to perform better in the subsequent examination. However, it is found that there is no positive relationship between assessment marks and exam performance [33].…”

Section: Impact Of Educational Technologiesmentioning

confidence: 89%

“…Furthermore, improving teaching quality, student attendance, and academic success is always a main concern for educators. Despite the mixed impact of lecture attendance and assessment tasks on student achievement [30,31], the academic communities often come up with different types of teaching activities and assessment tasks to improve student attendance, learning and academic performance [32,33,34,35]. However, although many studies analyzed the impact of lecture attendance on formative assessment tasks in students' academic achievement, the impact of non-lecture attendance and formative assessment tasks such as homework exercises and class demonstration on final exam results in novice computer programming courses is not yet fully analyzed.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Lecture Attendance on Exams for Novice Programming Students

Veerasamy¹,

D'Souza²,

Lindén³

et al. 2016

IJMECS

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Abstract-In this paper, the correlation between lecture attendance and assessment tasks on final exam performance of introductory programming students has been analyzed to identify if lecture attendance, and completion of in-class and take home formative assessment tasks affects student performance in the final examination. In this study, only lecture attendance, homework exercises and class demonstration scores, and final exam marks have been considered. This study used Spearman's Rank correlation coefficient and multiple regression techniques via SPSS software to analyze the student data of the academic years 2012, 2013 and 2014 of an introductory programming course to test the hypotheses. It is found that, there is a significant correlation between homework exercises and final exam scores. However, formal lecture attendance and final exam performance were negatively correlated. Moreover, multiple regression results of assessment tasks such as homework exercises, class activities and lecture attendance on final exam scores, did not provide any significant value to support the statement "Marks achieved in homework, class demonstrations, and lecture attendance, have a significant positive impact on final examination results".

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“…In addition, he found that student performance was positively correlated with the quality of their blog participation which suggests that if students were more focused on the blog assignment, then student performance in the course would improve. [7] The study by Kennelly, Considine, and Flannery, [30] found that using online versus paper based assignments in one economics class that there was little effect on the student's performance on the exam. Regardless of how the assignment is completed had little effect on performance on that portion of the exam.…”

Section: Braddock and Dawkinsmentioning

confidence: 99%

The Relationship Between Course Assignments and Academic Performance: An Analysis of Predictive Characteristics of Student Performance

Pedraza¹,

Beruvides²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Research in the open literature suggests that several possible variables (i.e. SAT scores and others) can predict the academic readiness of students in an engineering program, but many are not always reliable sources. This research analyzes different models for predicting success in an undergraduate education course as well as identifies factors that affect success or failure. The study evaluates the current state of the art to determine what critical performance measures might lead to accurate student success. The study reviews the determinants that most influence the success or failure of students. The premise of this research is to accurately predict the performance of Engineering students and provide a means to identify struggling students and suggest intervention strategies for intervention to help students succeed. By identifying students that are more likely to fail and assisting them before they do, it is possible to increase the number of students that remain in Engineering.

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Online Assignments in Economics: A Test of Their Effectiveness

Cited by 32 publications

References 2 publications

Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

Comparing online quizzes and take-home assignments as formative assessments in a 100-level economics course

The Impact of Lecture Attendance on Exams for Novice Programming Students

The Relationship Between Course Assignments and Academic Performance: An Analysis of Predictive Characteristics of Student Performance

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