Abstract
The student experience with different aspects of online instructional settings has been the focus of educational practitioners and researchers in many studies. However, concerning technology-enabled formative assessment, little is known about student satisfaction regarding different possible formative e-assessment strategies the students are involved in. Using a 5-point Likert scale questionnaire, a web-based survey was developed to examine students’ satisfaction with the formative e-assessment strategies within an enriched virtual blended course. The results show that, in general, the students were satisfied with the quality of their engagement and the quality of feedback across all the formative e-assessment activities offered. The results also show that the student satisfaction varied between and within the formative e-assessment strategies. However, the gap between the student satisfaction mean ratings across all formative e-assessment strategies was marginal and could not help researchers decide upon which formative e-assessment strategy that stood out as the most preferred one. Learner satisfaction with different formative e-assessment strategies was positively correlated to each other at various levels but no relationship was found between students’ scores on the final course exam and learner satisfaction with formative e-assessment strategies. In the end, the results indicated that a sustained and integrated use of the all three formative e-assessment strategies (online knowledge survey, online student-generated questions and peer-responses, and electronic reflective journals) should be used in the context of hybrid courses. The study also suggests further studies that would widen, diversify both the scope and research instruments to investigate learner satisfaction with formative e-assessment strategies.
Highlights
Recent developments in technology have changed in many ways how people work and live
The construction of the learner satisfaction questionnaire was guided by the ‘the quality of student engagement’ and ‘the quality of feedback’ as the two important characteristics of any successful assessment that supports students’ learning [49]
The present study’s aim was to measure the extent to which the students were satisfied with the quality of the student engagement and the quality of feedback in formative eassessment learning activities and determining any differences in student satisfaction between and within formative e-assessment strategies
Summary
Recent developments in technology have changed in many ways how people work and live. [2] assert that that one of the important pedagogical factors to consider when designing online courses in higher education is to create a learning environment where the content and assessment are embedded and integrated into the learning experience and knowledge building. Summative assessment has been dominating instructional processes in online higher education at the expense of formative assessment [5], [6], [3], [7]. For this reason, some authors (for example [8]) advocate for a shift from focusing heavily on summative assessment practices in order to develop instructional assessment tasks that assess the end-product or the performance and provide ongoing feedback
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