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Abstract
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.Keywords: e-learning; e-assessment; action research; higher education(Published: 29 April 2013)Citation: Research in Learning Technology 2013, 21: 19153 - http://dx.doi.org/10.3402/rlt.v21i0.19153
Highlights
Formative assessment and feedback have a powerful influence on student learning (Hattie and Timperley 2007)
This study reports on the development of a successful, novel, two-stage online test that encourages student engagement and ensures regular, timely feedback to large classes
Less than 60% found the feedback for the tests helpful for their test
Summary
Formative assessment and feedback have a powerful influence on student learning (Hattie and Timperley 2007). This study reports on the development of a successful, novel, two-stage online test that encourages student engagement and ensures regular, timely feedback to large classes. Voelkel and skills by building up on prior knowledge and understanding (Palincsar 1998) This concept of ‘‘student centred learning’’ is characterised by active rather than passive learning, deep learning and understanding (rather than surface learning) and an increased responsibility by the student (Biggs and Tang 2007; Lea, Stephenson, and Troy 2003). There are two factors, that are widely seen as hugely important to learning: student engagement and good quality feedback (Gibbs 2010; Trowler and Trowler 2010). Most out-of class learning is allocated to assessed tasks (Innis and Shaw 1997), and Gibbs (2010) argues that assessment has a ‘‘profound influence on what, how and how long students study’’
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