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Can computer aided formative assessment impact on student performance?
DescriptionThis project aimed to investigate the effect of formative (and diagnostic) assessment exercises on modules associated with disappointing performance in summative assignments, attendance and motivation. A range of formative assessment tasks giving high levels of feedback were developed and primarily delivered via the Blackboard (Bb) virtual learning environment. In addition to expanding the scope of learning beyond time-tabled sessions this was intended to provide a means by which students could manage their own learning at their own pace, whilst receiving formative and diagnostic feedback which would enable them to spot gaps in their understanding before summative assessment. Outcomes and downloadsResources were trialled during 2002 and 2003, with access and use [which varied dramatically, ranging from 3 to 96%] monitored via the VLE's tracking facility. All registered students were e-mailed a request for feedback on the resources. 13% of respondents supplied very positive responses and requested more opportunity for practice and feedback. 44% indicated that the resources were a good idea, but admitted they were not motivated and/or sufficiently organised to make use of the resources in advance of summative deadlines. 43% of respondents were negative: "they are pointless as they are not assessed", typified comments received. Despite the apathy of some students these resources are perceived as useful by many and more are being developed by staff. It is felt that in addition to improving the overall learning environment that students experience, formative exercises have contributed towards a positive impact on both failure rates, mean module marks and levels of attendance at timetabled sessions.
LinksRelated projects: Also by Helen Hooper:
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