Continuous Controlled Conditions Assessment to Promote Frequent Revision Engagement

Abstract

Student engagement remains a priority in higher education. With assessment outcomes being the primary driving force for students, revisiting learning material usually occurs only during the immediate lead up to end of semester or end of year time point assessments. With this in mind, an alternative assessment was developed to promote continuous engagement with material by introducing, online, controlled conditions, monthly assessment, including re-testing of material from earlier exams, on a large cohort first year module. Average cohort results showed some improvement in overall assessment outcomes when compared to previous cohorts using traditional methods. However, as this model is based on continuous engagement throughout the year, the practice of revising last minute cannot be discounted as an impacting factor. Module feedback however, revealed a preference for this model of assessment due to the ability to improve. And those who identified themselves as having continuously engaged performed better.