Effective formative e-assessment of student learning: A study on a statistics course

Paula Hodgson, Marco Yiu Chung Pang

Research output: Journal article publicationJournal articleAcademic researchpeer-review

23 Citations (Scopus)

Abstract

The process of formative assessment in universities has the potential to engage students in reflection and to take greater ownership of their learning. We report on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly online formative assessment activity for 10 weeks. In this case, it was observed that there was a high participation rate across weeks. An end-of-course online survey was conducted to explore the learning experiences during formative assessment of the cohort, and students reported high satisfaction with the process, particularly how this contributed to a change in their learning approach. Students not only showed regular commitment of time on tasks but also took active steps to find answers for themselves and with their peers.
Original languageEnglish
Pages (from-to)215-225
Number of pages11
JournalAssessment and Evaluation in Higher Education
Volume37
Issue number2
DOIs
Publication statusPublished - 1 Mar 2012

Keywords

  • assessment experience
  • formative assessment
  • higher education
  • MCQ

ASJC Scopus subject areas

  • Education

Cite this