Fine-tuning formative and summative assessment in Bachelors' Final Projects

Hernández‐Leo, Davinia; Oliver, Verónica Moreno

doi:10.1109/siie.2014.7017702

Cited by 5 publications

(1 citation statement)

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“…This hybrid model aims to assess what students have learned and facilitates the instructional process. Other models were also proposed for final project evaluation [10], gamification [11] and evaluation of technical skills [12].…”

Section: Assessment Modelsmentioning

confidence: 99%

A Personalized Summative Model based on Learner’s Effort

Bañeres

2017

Int. J. Emerg. Technol. Learn.

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Nowadays, instructors apply a large variety of learning methodologies to help learners to achieve the learning outcomes and to assess the knowledge acquired across the course. Formative and summative assessment models are mainly applied in multiple combinations independently of the learning environment (on-site, online or blended). When we move to an adaptive learning, the adaption tends to be in the learning process (learning path, activities, educational resources) mainly related to formative models but little adaption can be found related to summative models and very restrictive. In the latter case, grade formulas depending on performed assessment activities are typically defined to provide a personalized learning process. In this paper, we introduce the basis of an innovative personalized summative model based on learner's preferences and effort. Although this model conceptually may allow passing a course without evaluating all learning outcomes, it is not far from conventional summative models where a certain grade is required to pass the course and the learner may not have acquired all the knowledge taught in the course. The paper introduces the model and it also analyses an opinion survey on instructors and learners.

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Section: Assessment Modelsmentioning

confidence: 99%