Enhancing Learning through Formative Assessment

Autor/inn/en	Jacoby, Jennifer C.; Heugh, Sheelagh; Bax, Christopher; Branford-White, Christopher
Titel	Enhancing Learning through Formative Assessment
Quelle	In: Innovations in Education and Teaching International, 51 (2014) 1, S.72-83 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2013.771970
Schlagwörter	Formative Evaluation; Instructional Improvement; Educational Experience; Biology; Learning Modules; Computer Assisted Testing; Questionnaires; Student Attitudes; Likert Scales; Lecture Method; Tutorial Programs; Participant Satisfaction; Achievement Gains; Teaching Methods; Cohort Analysis; Intermode Differences; Virtual Classrooms; Ethnicity; Student Improvement; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Unterrichtsqualität; Bildungserfahrung; Biologie; Learning module; Lernmodul; Fragebogen; Schülerverhalten; Likert-Skala; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Achievement gain; Leistungssteigerung; Teaching method; Lehrmethode; Unterrichtsmethode; Kohortenanalyse; Ethnizität; Schulnote; Studentische Bewertung
Abstract	The student cohort on the University Science Extended Degree (SED) course is diverse in terms of educational experience. One of the key facets of teaching at this level is to engage and prepare students for higher levels of education in the sciences. The purpose of this evaluation is to relate a specific virtual framework, designed for students participating on biology modules contained in the SED course, with levels of student engagement. Central to this is the use of weekly on-line formative tests that students are expected to complete in their own time. Whilst over-all module pass rates remain stable, results indicate that a substantial proportion of students completed all of these assessments, and this appears to be directly linked to attainment of higher grades. Student feedback indicated that over 80% of responding students found the tests helpful. This model relating to learning and teaching encourages students to take responsibility for their own learning experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10