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Journal Article

Students' Perceived Usefulness of Formative Feedback for a Computer‑adaptive Test  pp31-38

Mariana Lilley, Trevor Barker

© Mar 2007 Volume 5 Issue 1, ECEL 2006, Editor: Shirley Williams, pp1 - 86

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Abstract

In this paper we report on research related to the provision of automated feedback based on a computer adaptive test (CAT), used in formative assessment. A cohort of 76 second year university undergraduates took part in a formative assessment with a CAT and were provided with automated feedback on their performance. A sample of students responded in a short questionnaire to assess their attitude to the quality of the feedback provided. In this paper, we describe the CAT and the system of automated feedback used in our research, and we also present the findings of the attitude survey. On average students reported that they had a good attitude to our automated feedback system. Statistical analysis was used to show that attitude to feedback was not related to performance on the assessment (p>0.05). We discuss this finding in the light of the requirement to provide fast, efficient and useful feedback at the appropriate level for students.

 

Keywords: computer-assisted assessment, formative assessment, adaptive testing

 

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Journal Article

Online formative assessment in higher education: Its pros and cons  pp228-236

Zwelijongile Gaylard Baleni

© Apr 2015 Volume 13 Issue 4, ECEL 2014, Editor: Kim Long, pp205 - 315

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Abstract

Abstract: Online and blended learning have become common educational strategy in higher education. Lecturers have to re‑theorise certain basic concerns of teaching, learning and assessment in non‑traditional environments. These concerns include perception s such as cogency and trustworthiness of assessment in online environments in relation to serving the intended purposes, as well as understanding how formative assessment operates within online learning environment. Of importance also is the issue of how formative assessment benefits both the student learning and teaching within pedagogical strategies in an online context. This paperĀs concern is how online formative assessment provides teaching and learning as well as how lecturers and students benefit f rom it. A mixed method questionnaire on formative assessment with a main focus on how formative assessment within online contexts operates was used to collect data from courses using Blackboard. Lecturers and students at a comprehensive university were th e population. Various techniques for formative assessment linked with online tools such as discussion forums and objective tests were used. The benefits that were famous comprise improvement of student commitment, faster feedback, enhanced flexibility aro und time and place of taking the assessment task and importance in the procedure for students and lecturers also benefited with less marking time and saved on administrative costs. The crucial findings are that effective online formative assessment can nu rture a student and assessment centred focus through formative feedback and enrich student commitment with valued learning experiences. Ongoing trustworthy assessment tasks and interactive formative feedback were identified as significant features that wi ll deal with intimidations to rationality and trustworthiness within the milieu of online formative assessment.

 

Keywords: Keywords: online formative assessment, formative feedback, student engagement, learning

 

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