Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

Holmes, Naomi

doi:10.1080/02602938.2014.881978

Cited by 99 publications

(96 citation statements)

References 31 publications

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“…The increase in participation in continuous assessment is considered positive, as by using the technology-enhanced learning (TEL) principles of immediate feedback it is a method for motivating and engaging students [14,16,19]; It promotes student involvement because it increases the students' interaction with the learning content, which may be a factor in reducing dropout rates. This continuous monitoring makes students more aware of where they are within the learning process, and whether they are achieving the objectives.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…This research proposes applying an active methodology and formative and summative assessment based on quizzes. According to the proposal by Holmes [16], one method to motivate and involve students is continuous assessment that integrates TEL principles (with online instruction materials), and which provides immediate feedback [14,19].…”

Section: Mathematics Subjects In Engineeringmentioning

confidence: 99%

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Exploring the effectiveness of continuous activity with automatic feedback in online calculus

Sancho-Vinuesa

Masià

Alpiste

et al. 2017

Comp Applic In Engineering

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Academic results in mathematics subjects in engineering, especially those taught online, are poor. The key contextual elements of an insufficient level of prior knowledge, poor motivation, and the intrinsic difficulty of the subject matter has led to the review of the study materials and the creation of a methodology based on continuous assessment with automatic feedback at the Universitat Oberta de Catalunya. The main objective of this article is to present evidence of improved learning outcomes with the application and use of WIRIS quizzes as an automatic assessment tool in calculus subjects. To that end, we carried out descriptive research with an ex-post-facto design, based on statistical analysis of the results for continuous assessment and students' grades in 11 semesters. The new strategy has been applied in the last two academic years, based on introductory Moodle lessons and assessment with interactive questionnaires. The data obtained are inconclusive: In the first two semesters that the methodology was implemented, the results show a noticeable improvement in several key aspects, such as undertaking and passing the continuous assessment and improved results across the spectrum of grades. However, in the last two semesters, the results are generally similar to those obtained with the old methodology.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Mathematics Subjects In Engineeringmentioning

confidence: 99%

Exploring the effectiveness of continuous activity with automatic feedback in online calculus

Sancho-Vinuesa

Masià

Alpiste

et al. 2017

Comp Applic In Engineering

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“…9,12 Continuous e-assessment has also been shown to increased student engagement and learning leading to improvement in quality of student experience. 15 The respondents in this study preferred to have multiple questions in one page rather than one page for each question. However, the study from Ozden et al indicates that 70% of their respondent felt better with page by page questions.…”

Section: Discussionmentioning

confidence: 99%

Pharmacy Students’ Experiences, Preferences and Perceptions on Online Assessment

Usir¹,

Ahamad

2017

IJPER

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Introduction: As online education becomes more popular so does online assessment. Objectives: The aims of this study are to determine the students' experiences, preferences and perceptions of the online assessment. Methodology: The instrument consists of a selfanswered 45 items questionnaire. The online assessments refer to quizzes and tests from any of the courses listed in the academic plan and conducted using the i-learn platform. Data was collected from 248 students of Bachelor of Pharmacy (Honours) in Universiti Teknologi MARA (UiTM) from all level of study according to the quantity in the stratified sample. The respondents were given 10 minutes to answer the questionnaire before it was collected. The data were analyzed using SPSS version 21.0. Results: Majority of the students (65.3%) had attempted more than five online assessments, access it from home (64.1%) and use a notebook (84.3%) with a Google Chrome browser 65.7%). Slightly over a third (40.7%) experienced technical problem while attempting the assessment and a third (30.1%) of the problems were resolved within a day. Majority of the students rated their experience of online assessment ranging from 5-8 on a scale of 1-10 with speed of the internet connection as the most important factor to be considered. Most of the students gave a 'neutral' and 'agree' statement in terms of perceptions and tend to answer 'agree' and 'strongly agree' towards the statement on the preferences of online assessment. Conclusion: The neutral perceptions showed that there is room for improvement in conducting online assessment such as user-friendly interface, providing an accurate assessment of their knowledge and a challenging assessment for the course.

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“…Several studies have investigated students' attitudes towards e-assessment/online assessment methods, some finding these to be generally positive (Escudier et al, 2011;Marriott, 2009;Meyer et al, 2016), others reporting less positive attitudes (Hewson et al, 2007), and some studies indicating a shift from less positive to more positive attitudes over time (Holmes, 2015). Several studies have investigated students' attitudes towards e-assessment/online assessment methods, some finding these to be generally positive (Escudier et al, 2011;Marriott, 2009;Meyer et al, 2016), others reporting less positive attitudes (Hewson et al, 2007), and some studies indicating a shift from less positive to more positive attitudes over time (Holmes, 2015).…”

Section: Computer-related Attitudes and Computerized Task Performancementioning

confidence: 99%

“…Various benefits of online assessment methods have by now been well recognized, including scope for automated scoring and feedback (leading to both efficiency and reliability gains), enhancing student engagement and learning, and encouraging new, innovative approaches to assessment (Escudier, Newton, Cox, Reynolds, & Odell, 2011;Farrell & Rushby, 2016;Hewson, 2012;Holmes, 2015;JISC, 2007).…”

Section: Introductionmentioning

confidence: 99%

An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

Hewson

Charlton

2018

Computer Assisted Learning

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The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer‐related attitudes. Although numerous studies have now investigated the validity of online assessments in noncourse‐based contexts, few studies have addressed this issue in an educational context. The present study helps fill this research gap by investigating whether university students' computer‐related attitudes and assessment mode preferences were related to performance on a course‐based online assessment task. Overall, students' attitudes and preferences bore no greater relationships to performance on the online than offline module assessment tasks. This provides support for the validity of course‐based online assessment methods and should help alleviate educators' concerns and encourage more widespread adoption of these methods, helping address the issue of their slow uptake to date. Suggestions for follow‐up studies to corroborate and extend the current findings are offered.

show abstract

Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module

Cited by 99 publications

References 31 publications

Exploring the effectiveness of continuous activity with automatic feedback in online calculus

Exploring the effectiveness of continuous activity with automatic feedback in online calculus

Pharmacy Students’ Experiences, Preferences and Perceptions on Online Assessment

An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

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