Online formative assessment in higher education: A review of the literature

Gikandi, Joyce; Morrow, Donna; Davis, Niki

doi:10.1016/j.compedu.2011.06.004

Cited by 892 publications

(720 citation statements)

References 38 publications

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“…Online formative assessment offers several opportunities such as (formative and) immediate feedback, student (and teacher) engagement in critical learning processes and personalized education [1]. Although these opportunities offer the possibility to enhance student performance, research regarding the extent of learning performance of using (online) formative quizzes is not conclusive [2].…”

Section: Introductionmentioning

confidence: 99%

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Zijlstra¹,

Sugeng²,

Draaijer³

et al. 2015

Computer Assisted Assessment. Research Into E-Assessment

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Abstract. In this research paper, a cross-sectional study into the effects of formative quizzing in higher education and its relation to learning performance is presented. For the current study, six online Formative Quizzing modules, consisting of texts, graphics and video clips followed by two or more test questions to reiterate the material, were provided to students. Students could not earn marks and were free to use the material, but were informed that in the final examination, questions relating to the material would be asked. Data analysis showed that students who completed all six modules had a statistical significant higher chance to score better on the final examination. This was true for high achieving students, but also, and even stronger, for low achieving students. The results therefore show in this particular set-up a potential causal relationship of online formative quizzing on learning performance in higher education.

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Section: Introductionmentioning

confidence: 99%

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Zijlstra¹,

Sugeng²,

Draaijer³

et al. 2015

Computer Assisted Assessment. Research Into E-Assessment

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“…It is increasingly common the use of virtual courses that complement faceto-face education with digital content through Blending-Learning or hybrids methodologies (Cabero-Almenara et al, 2013;Chew et al, 2008;Gikandi et al, 2011). The need to use student-centered methodologies and make learning spaces more flexible are strong reasons for promoting Blending-Learning spaces for teaching.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Evaluating Classroom Innovations for Motivation and Learning: Principles of Microeconomics Specific Course Case

2017

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The objective of this research is piloting and evaluating the introduction of teaching innovations for better learning in a general microeconomics course for undergraduate students. The assessment is based on the Self Determination Theory and student-centered methodologies (SDT) (Deci and Ryan, 1985;Deci et al., 1991a), which remark the individual motivation as crucial for learning. The piloting of the instrument was implemented with a sample of 323 students grouped into 14 classes, giving evidence that the most relevant course problem is that students do not feel that what they are learning is really useful in their specific professions, despite the fact that they agree with the importance to know about such topics. This piloting allowed us to validate the used instrument which implements two psychometric scales: Knowledge transfer and self-determination scales. The impact evaluation was implemented for a sample of 204 students, distributed in treated and control groups. The assignment of students to treatment is random. Results provide evidence that the intervention significantly improves the self-determined motivation as well as the academic performance of students, although in a modest magnitude.

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“…There is large diversity of training materials representation in the electronic course: from a multipage electronic textbook to a high tech content, e.g. in the format of professional video lectures (Gikandi, Morrowa, & Davis, 2011;Jones, & Issroff, 2007).…”

Section: Experience Of Tomsk Polytechnic Universitymentioning

confidence: 99%

Distant Technologies as Cost Effective Way of Teaching

Vorobjeva¹

2017

European Proceedings of Social and Behavioural Sciences

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This paper investigates experience relating to the distance education in technology by means of e-learning courses as the most resource-efficient method to provide quality education. Training content of the Elearning course consists of basic and additional theoretic materials, practice tasks etc. and it can be implemented with the help of various tools. This paper is focused on the analysis of different tools in elearning courses for practical training such as Screen cast (mp4 video), info graphic guidelines, records of webinars. The article evaluates the cost effectiveness of these tools both in costs for training production (content wrapping) and learning by the students. Resource efficiency was evaluated for the following: work input, staff time, value, relevance of the e-learning course's tools for students, and academic progress of the students. The practice-oriented E-learning courses and LMS Moodle as a special educational environment are the most resource-efficient approaches to provide a distance teaching process.

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Online formative assessment in higher education: A review of the literature

Cited by 892 publications

References 38 publications

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Formative Quizzing and Learning Performance in Dutch First-Year Higher Education Students

Evaluating Classroom Innovations for Motivation and Learning: Principles of Microeconomics Specific Course Case

Distant Technologies as Cost Effective Way of Teaching

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