scholarly journals Automated formative feedback and summative assessment using individualised spreadsheet assignments

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Paul Blayney ◽  
Mark Freeman
Keyword(s):  
Diffusion Of Innovation ◽  
Approaches To Learning ◽  
Summative Assessment ◽  
Formative Feedback ◽  
Individual Choice ◽  
Multiple Choice Questions ◽  
Immediate Feedback ◽  
Assessment Activity ◽  
Quality Learning ◽  
Deep Approaches To Learning

<span>This paper reports on the effects of automating formative feedback at the student's discretion and automating summative assessment with individualised spreadsheet assignments. Quality learning outcomes are achieved when students adopt deep approaches to learning (Ramsden, 2003). Learning environments designed to align assessment to learning objectives and learning activities encourage these approaches (Biggs 1999). A crucial part of any learning or assessment activity is the degree to which students receive timely and effective feedback. As academics have experienced more pressure, frequently feedback has been limited to a single score, achieved most commonly by auto-corrected multiple choice questions in ICT supported environments. Spreadsheet assignments are a good way to learn and demonstrate understanding of concepts requiring calculation and interaction of different elements. However, they can be an assessment nightmare either because of validity problems (the potential for cheating using the cell copy function) or because of marking time (if students are allowed individual choice in application topic). This paper responds to Higgins, Hartley and Skelton's (2002) observation on the lack of research on feedback and builds on work by Lehman and Herring (2003) in using interactive spreadsheets to provide immediate feedback by describing effects on students. Effects on academics and their productivity are considered, including Rogers' (1995) diffusion of innovation factors. Academics and academic managers seeking ways to improve learning by improving feedback, without an increasing workload, will find this research of interest.</span>

scholarly journals Formative Assessment with Game-based Technology

2021 ◽  
Vol 5 (2) ◽  
pp. 193-202
Author(s):  
Donovon Grier ◽  
Suzanne F. Lindt ◽  
Stacia C. Miller
Keyword(s):  
Educational Technology ◽  
Formative Assessment ◽  
Technology Assessment ◽  
Summative Assessment ◽  
Ease Of Use ◽  
Formative Feedback ◽  
Immediate Feedback ◽  
Feedback Form ◽  
Summative Assessments

The purpose of the current research was to determine the types of educational technology preferred by students and instructors, and to compare formative and summative scores within student classes. During a unit of study within a semester-long class, 44 volunteer student participants were administered four technology-based assessments designed to help them prepare for the summative exam. Following the summative assessment, students were asked to complete a feedback form to explain what type of technology assessment they felt was most helpful in providing them with feedback on their knowledge and which was most interesting to use. Instructors also provided feedback on ease of use and collected students’ scores on formative and summative assessments. The results of this study suggest that technology-based formative feedback can be effective in helping students prepare for summative exams and that students mostly preferred competitive and fun tools that provide immediate feedback.

scholarly journals The cognitive requirement in the multiple-choice exams in the university context and its relationship with learning approaches, self-regulation, teaching methods and academic performance

2019 ◽  
Vol 9 (3) ◽  
pp. 177-187
Author(s):  
Pilar Gandía Herrero ◽  
Agustín Romero Medina
Keyword(s):  
Academic Performance ◽  
Self Regulation ◽  
Multiple Choice ◽  
Approaches To Learning ◽  
Learning Approaches ◽  
Multiple Choice Questions ◽  
Academic Context ◽  
Predominant Type ◽  
Training Activities ◽  
The University

The quality of academic performance and learning outcomes depend on various factors, both psychological and contextual. The academic context includes the training activities and the type of evaluation or examination, which also influences cognitive and motivational factors, such as learning and study approaches and self-regulation. In our university context, the predominant type of exam is that of multiple-choice questions. The cognitive requirement of these questions may vary. From Bloom's typical taxonomy, it is considered that from lower to higher cognitive demand we have questions about factual, conceptual, application knowledge, etc. Normally, the teacher does not take these classifications into account when preparing this type of exam. We propose here an adaptation model of the multiple choice questions classification according to cognitive requirement (associative memorization, comprehension, application), putting it to the test analyzing an examination of a subject in Psychology Degree and relating the results with measures of learning approaches (ASSIST and R-SPQ-2F questionnaires) and self-regulation in a sample of 87 subjects. The results show differential academic performance according to "cognitive" types of questions and differences in approaches to learning and self-regulation. The convenience of taking into account these factors of cognitive requirement when elaborating multiple choice questions is underlined.

E-Assessment and Multiple-Choice Questions

2019 ◽  
pp. 1-27
Author(s):  
José Azevedo ◽  
Ema Patrícia Oliveira ◽  
Patrícia Damas Beites
Keyword(s):  
Information And Communication Technologies ◽  
Multiple Choice ◽  
Summative Assessment ◽  
Communication Technologies ◽  
Assessment Process ◽  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Mathematics Tests ◽  
Information And Communication ◽  
Computer Based

The use of information and communication technologies (ICT) in the assessment process is becoming an asset, giving rise to the so-called computer-based assessment or e-assessment. Nowadays, its use is becoming more usual in higher education institutions. Closed formats for questions, namely multiple choice, are the most commonly used. This chapter presents a literature review of the main aspects related to this topic, including the main modalities of assessment (summative assessment and continuous assessment). Issues related to multiple choice questions (MCQ) are discussed with more detail, referring to the various formats of MCQ, its advantages and limitations, with a particular focus on its use in mathematics tests. Also, some guidelines for the quality assurance of MCQ with quality are included.

scholarly journals TEAM MIDTERM IN AN INTRODUCTORY PROCESS DESIGN COURSE

2017 ◽  
Author(s):  
Marnie V. Jamieson ◽  
John M. Shaw
Keyword(s):  
Learning Outcomes ◽  
Process Design ◽  
Summative Assessment ◽  
Immediate Feedback ◽  
Student Teams ◽  
Assessment Techniques ◽  
Set Up ◽  
The Individual ◽  
Reduced Time

The introductory design course combines team and individual formative and summative assessment techniques. Individual summative midterm and final examinations were used to assess individual performance.Students were given the opportunity to increase their individual midterm examination marks by rewriting the same examination as a team following the individual summative assessment. This formative exercise providedstudents with a comparison of the efficacy and quality of teamwork versus individual work, and provided immediate feedback and correction for many conceptual and mechanical errors on the summative midterm  examination. This paper reports on the strategy and set up of the midterm examination, the results obtained by individual students and student teams, and learning outcomes (including anecdotal comments from students regarding the experience and reduced time spent reviewing examinations with students) based on two iterations of the course.

scholarly journals Modelo explicativo del efecto de los enfoques de aprendizaje sobre el rendimiento y el papel modulador de la dedicación temporal

2014 ◽  
Vol 32 (2) ◽  
pp. 447-462 ◽  
Author(s):  
Mercedes López-Aguado ◽  
Lourdes Gutiérrez-Provecho
Keyword(s):  
Longitudinal Study ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Learning Tasks ◽  
Factor Study ◽  
Study Process ◽  
Quality Learning ◽  
Estudiantes Universitarios

La investigación previa pone de manifiesto cierta influencia de los enfoques de aprendizaje sobre el rendimiento, asociándose generalmente el enfoque profundo a aprendizajes de mayor calidad y el superficial a menores rendimientos. El objetivo de este estudio es profundizar en los mecanismos que intervienen en esta relación, analizando el papel modulador del tiempo de dedicación. Participan en un diseño de encuesta longitudinal de 15 semanas de duración 187 estudiantes universitarios. Los datos sobre los enfoques se recogen con el R-SPQ-2F en su versión española. Los resultados del análisis path confirman que los enfoques de aprendizaje influyen sobre el rendimiento. El enfoque superficial produce un efecto directo asociado a peores resultados y ambos influyen indirectamente a través de su efecto sobre los tiempos de dedicación. Se discute la importancia de estos resultados y la necesidad de seguir ahondando en las variables que modulan esta relación. Previous research has shown the influence of approaches to learning on performance, with a deep approach generally associated with higher quality learning, and a surface approach with lower levels of performance. The aim of this study was to investigate the mechanisms involved in this relationship by studying the modulating role of time spent on learning tasks. A longitudinal study with a survey format lasting fifteen weeks was carried out. 187 university students took part in the study. The data on approaches were gathered with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) in Spanish. The results from path analysis confirmed that approaches to learning do influence performance. A surface approach yields a direct effect that is linked to worse results. This paper discusses the relevance of these results and the need for further research on the variables that may influence this relationship.

The Impact of Challenge Quizzes on Student Knowledge

2016 ◽  
Vol 106 (5) ◽  
pp. 373-377
Author(s):  
KimMarie McGoldrick ◽  
Peter W. Schuhmann
Keyword(s):  
Assessment Tool ◽  
Mastery Learning ◽  
Summative Assessment ◽  
Student Knowledge ◽  
Quality Grade ◽  
Undue Burden ◽  
Testing Approach ◽  
Difficult Challenge ◽  
Quality Learning ◽  
The Impact

We evaluate the efficacy of a blended formative/summative assessment tool developed to support mastery learning by students without placing undue burden on instructors. Our innovation provides students with an opportunity to take a more difficult “challenge” quiz to demonstrate their command of the material and improve their grade on regular in-class quizzes. The structure of these quizzes motivates students to modify study behaviors (formative component) and take responsibility for knowledge acquisition (summative component). This mastery-based testing approach serves to bring the student's objective of a quality grade in line with the instructor's objective of quality learning.

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