Formative assessment approach: its e-learning implementation and effects

Hdl Handle:
http://hdl.handle.net/10149/248451
Title:
Formative assessment approach: its e-learning implementation and effects
Authors:
Jacob, S. M. (Seibu); Issac, B. (Biju)
Citation:
Jacob, S.M. and Issac, B. (2008) 'Formative assessment approach: its e-learning implementation and effects', Advanced Technology for Learning, 5 (1), pp.57-61
Publisher:
ACTA Press
Journal:
Advanced Technology for Learning
Issue Date:
2008
URI:
http://hdl.handle.net/10149/248451
DOI:
10.2316/Journal.208.2008.1.208-1103
Additional Links:
http://www.actapress.com/PaperInfo.aspx?paperId=34678
Abstract:
Innovation in assessment is becoming a natural choice in a tech- savvy world with the advent of the Internet. First, the purpose of this paper was to get more insight into the implementation of formative assessment through the e-learning tool in our University. The idea was to implement a series of weekly or fortnightly tests through the e-learning tool that supports automated feedback as a follow-up. The students’ perceptions on the formative assessment and its online test implementation were invited. Secondly, we wanted to study the effects of formative assessment on students. Two categories of subjects are discussed here. Category 1 is where the internal assessment was done as a fair combination of formative assessments and a summative assessment. Category 2 is where the emphasis was on summative assessments through case studies and assignments. An analysis using course work grades and overall grades reveals that there are slight differences between the two categories. It is seen that there is a positive influence on students’ attitudes in the effect of formative assessments, as reflected in the overall grades of Category 1 students.
Type:
Article
Language:
en
Keywords:
formative assessment; summative assessment; assessment effects; student learning
ISSN:
1710-2251
Rights:
Subject to restrictions author can archive post-print (ie final draft post-refereeing).For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 11/10/2012]
Citation Count:
No citation information available on Web of Science or Scopus

Full metadata record

DC FieldValue Language
dc.contributor.authorJacob, S. M. (Seibu)en_GB
dc.contributor.authorIssac, B. (Biju)en_GB
dc.date.accessioned2012-10-11T15:42:38Z-
dc.date.available2012-10-11T15:42:38Z-
dc.date.issued2008-
dc.identifier.citationAdvanced Technology for Learning; 5 (1); 57-61en_GB
dc.identifier.issn1710-2251-
dc.identifier.doi10.2316/Journal.208.2008.1.208-1103-
dc.identifier.urihttp://hdl.handle.net/10149/248451-
dc.description.abstractInnovation in assessment is becoming a natural choice in a tech- savvy world with the advent of the Internet. First, the purpose of this paper was to get more insight into the implementation of formative assessment through the e-learning tool in our University. The idea was to implement a series of weekly or fortnightly tests through the e-learning tool that supports automated feedback as a follow-up. The students’ perceptions on the formative assessment and its online test implementation were invited. Secondly, we wanted to study the effects of formative assessment on students. Two categories of subjects are discussed here. Category 1 is where the internal assessment was done as a fair combination of formative assessments and a summative assessment. Category 2 is where the emphasis was on summative assessments through case studies and assignments. An analysis using course work grades and overall grades reveals that there are slight differences between the two categories. It is seen that there is a positive influence on students’ attitudes in the effect of formative assessments, as reflected in the overall grades of Category 1 students.en_GB
dc.language.isoenen
dc.publisherACTA Pressen_GB
dc.relation.urlhttp://www.actapress.com/PaperInfo.aspx?paperId=34678en_GB
dc.rightsSubject to restrictions author can archive post-print (ie final draft post-refereeing).For full details see http://www.sherpa.ac.uk/romeo/ [Accessed 11/10/2012]en_GB
dc.subjectformative assessmenten_GB
dc.subjectsummative assessmenten_GB
dc.subjectassessment effectsen_GB
dc.subjectstudent learningen_GB
dc.titleFormative assessment approach: its e-learning implementation and effectsen
dc.typeArticleen
dc.identifier.journalAdvanced Technology for Learningen_GB
ref.citationcountNo citation information available on Web of Science or Scopusen_GB
or.citation.harvardJacob, S.M. and Issac, B. (2008) 'Formative assessment approach: its e-learning implementation and effects', Advanced Technology for Learning, 5 (1), pp.57-61en_GB
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