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 language | English |
|---|---|
| Pages (from-to) | 215-225 |
| Number of pages | 11 |
| Journal | Assessment and Evaluation in Higher Education |
| Volume | 37 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 1 Mar 2012 |
Keywords
- assessment experience
- formative assessment
- higher education
- MCQ
ASJC Scopus subject areas
- Education