Combining the formative with the summative: the development of a two-stage online test to encourage engagement and provide personal feedback in large classes

dc.creator	Susanne Voelkel
dc.date	2013-04-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:30:47Z
dc.date.available	2015-07-20T22:30:47Z
dc.identifier	10.3402/rlt.v21i0.19153
dc.identifier	2156-7069
dc.identifier	2156-7077
dc.identifier	https://doaj.org/article/ad91c32214814d25947187b3bf60b98c
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22336
dc.description	The aim of this action research project was to improve student learning by encouraging more “time on task” and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated achieved higher exam marks than those who did not, but completion rate was low. Making the tests compulsory led to high completion rates, but class performance decreased, indicating that using the same assessment for formative and for summative purposes is not always beneficial for learning. Finally, these problems were resolved by introducing a two-stage approach: the first stage of each test was formative and provided prompt feedback. However, students had to achieve 80% to progress to the second summative stage of the test. The two-stage online tests led to significantly improved class performance. This novel test design ensures that students go through at least two attempts and therefore fully benefit from the learning opportunities presented by the formative stage. Two-stage online tests present the opportunity to provide regular feedback in large classes and to improve performance not only of good but also of “weak” students.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://www.researchinlearningtechnology.net/index.php/rlt/article/download/19153/pdf_1
dc.relation	https://doaj.org/toc/2156-7069
dc.relation	https://doaj.org/toc/2156-7077
dc.rights	CC BY
dc.source	Research in Learning Technology, Vol 21, Iss 0, Pp 1-18 (2013)
dc.subject	e-learning
dc.subject	e-assessment
dc.subject	action research
dc.subject	higher education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Combining the formative with the summative: the development of a two-stage online test to encourage engagement and provide personal feedback in large classes
dc.type	article