Diverse delivery methods and strong psychological benefits: A review of online formative assessment

McLaughlin, Timothy; Yan, Zi

doi:10.1111/jcal.12200

Cited by 86 publications

(65 citation statements)

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“…Additionally, the study indicated that formative assessment promotes the development of complex cognitive processes like self-regulation. The study concluded that formative feedback has the potential to encourage student engagement, bolster student enthusiasm to learn, and lead to improved academic achievement (McLaughlin & Yan, 2017). This study adds knowledge to past research by focusing on student perceptions of CMAs, PAAs, and teacher-marked assignments (TMAs).…”

Section: Review Of Literaturementioning

confidence: 73%

“…Results obtained from one study revealed that instructors can use asynchronous online discussions to assess students' self-regulatory activities, autonomy, communities of inquiry, and writing skills (Vonderwell et al, 2007). In another more recent study, findings suggested that online formative assessment is associated with gains in students' achievement scores (McLaughlin & Yan, 2017). Additionally, the study indicated that formative assessment promotes the development of complex cognitive processes like self-regulation.…”

Section: Review Of Literaturementioning

confidence: 99%

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Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

et al. 2018

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Assessment is an integral part of the teaching-learning process in both conventional and distance education contexts. Literature suggests that with the increase in the use of Information and Communications Technology in the delivery of learning, a number of institutions are resorting to formative assessment practices that are mediated by technology to not only provide flexible and more efficient means of assessment but also attain improved learning outcomes. This paper investigated student perceptions of the effectiveness of different types of formative assessment used in online learning environments. A 31-item questionnaire was used to gather data on student perceptions. On the level of difficulty, students generally perceived the various types of formative assessment as having no significant differences. Results further indicated that students received more prompt feedback from peer assessment and computer-marked assessment, compared to teacher-marked assessment. The findings of this study will support practitioners in eLearning to use formative assessment and feedback mechanisms more effectively to influence student engagement as well as learning outcomes.

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Section: Review Of Literaturementioning

confidence: 73%

Section: Review Of Literaturementioning

confidence: 99%

Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

et al. 2018

View full text Add to dashboard Cite

show abstract

Section: Review Of Literaturementioning

confidence: 90%

Open Praxis vol. 10 issue 1

Gil‐Jaurena¹

2018

openpraxis

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“…Student work can be "formative", where the instructor provides constructive feedback to the student, or "summative", where feedback to the student consists of only a grade or mark [93]. In [94], the authors note that online formative assessments (OFAs) improve student achievement and learning.…”

Section: Measuring Learning Effectiveness In Online Systemsmentioning

confidence: 99%

“…Online feedback helps students develop self-regulation (management of academic behavior) and results in higher learner satisfaction [94]. In [94], seven principles are noted for good feedback practices including clarifying what constitutes good performance, encouraging dialogue, encouraging positive motivational beliefs and self-esteem, facilitating self-assessment, delivering high quality information to students regarding their learning, providing information to instructors to help shape teaching, and providing information to students that will assist them in achieving their desired performance.…”

Section: Measuring Learning Effectiveness In Online Systemsmentioning

confidence: 99%

Virtual laboratories for electrical engineering students: Student perspectives and design guidelines

Altalbe¹

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This research is focused on understanding the role of virtual laboratories and physical laboratories, specifically in the context of the electrical engineering discipline. It is important to emphasize that the research is not aimed at replacing physical laboratories as they form an essential part of the education of electrical engineers, but rather to supplement them using virtual laboratories.In the literature, there are different perspectives on the implementations of virtual laboratories. Virtual laboratories can be effective for students, particularly those with limitations, either physical or timebased, who may have difficulties accessing physical laboratories or scheduling laboratory time.Instructors and technical staff may find virtual laboratories useful, but with additional challenges for set-up, maintenance and integration with coursework. At the university level, there may be cost considerations that affect decisions about supplementing and/or replacing physical laboratories with virtual laboratories. Throughout the literature, there are multiple studies that argue the effectiveness of virtual laboratories is equivalent to learning in the physical laboratory. Disadvantages found included insufficient realism, ineffective groupwork capabilities, maintenance of the systems and a lack of appropriate skill set development for real-world situations. Advantages included flexibility for students, more time for experimentation, fewer overcrowded classroom and lower costs than physical laboratories. There were gaps in the literature identified related to virtual laboratory design, such as consideration for learning objectives as defined by the Accreditation Board for Engineering and Technology (ABET).A mixed method approach was used in the research that included both qualitative and quantitative methods. A detailed literature review was performed, supplemented by multiple surveys of both students and faculty. A virtual laboratory was designed and implemented using the input of the students to better understand what users desire in their virtual laboratory and students provided helpful input to the development and refinement of the virtual laboratory. The results of surveys, along with findings in the literature and findings from developing and implementing a working virtual laboratorywere combined to answer four research questions. These questions were: Research Question 1 -What is the relative capacity of virtual laboratories versus physicallaboratories to enable the desired learning objectives of engineering laboratories, especially those viewed as important by students? In this research teamwork and learning from failures were identified as the most important learning objectives.Research Question 2 -Based on a trial virtual laboratory deployment, which design features of a virtual laboratory are important from student perspectives? In this research realism, online tools for communicating with tutors and a preference for real-time interaction were identified important design features. A flexible, and easy-to-...

show abstract

Diverse delivery methods and strong psychological benefits: A review of online formative assessment

Cited by 86 publications

References 57 publications

Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

Open Praxis vol. 10 issue 1

Virtual laboratories for electrical engineering students: Student perspectives and design guidelines

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