Online Self-testing Resources Prepared by Peer Tutors as a Formative Assessment Tool in Pharmacology Courses

Objective. To assess the effectiveness of optional online quizzes written by peer tutors in a pharmacology course for doctor of pharmacy students. Methods. Online quizzes were written by peer tutors for second-year pharmacy students. Quizzes reflected the material taught during lecture and were in a format similar to that of the examinations. Data related to performance on each quiz and each examination were collected throughout the semester. At the end of the semester, students and peer tutors were surveyed to gather information on the utility and success of the quizzes. Results. Students taking online quizzes performed significantly better on examinations than those who did not take quizzes. In addition, students received higher scores on examinations than when practicing with the quizzes. Surveys suggest that students liked the quizzes and felt they increased their confidence and performance on examinations. Conclusion. The quizzes were beneficial to student performance on examinations as well as student perception of performance and confidence going into the examinations. Quizzes were also beneficial learning experiences for peer tutors

Rhetorical relationships with students: A higher education case study of perceptions of online assessment in mathematics

Some students perceive that online assessment does not provide for a true reflection of their work effort. This article reports on a collaborative international project between two higher education institutions with the aim of researching issues relating to engineering student perceptions with respect to online assessment of mathematics. It provides a comparison between students of similar educational standing in Finland and Ireland. The students undertook to complete questionnaires and a sample of students was selected to participate in several group discussion interviews. Evidence from the data suggests that many of the students demonstrate low levels of confidence, do not display knowledge of continuous assessment processes and perceive many barriers when confronted with online assessment in their first semester. Alternative perspectives were sought from lecturers by means of individual interviews. The research indicates that perceptions of effort and reward as seen by students are at variance with those held by lecturers. The study offers a brief insight into the thinking of students in the first year of their engineering mathematics course. It may be suggested that alternative approaches to curriculum and pedagogical design are necessary to alleviate student concerns

Use of feed-forward mechanisms in a novel research-led module

I describe a novel research-led module that combines reduced academic marking loads with increased feedback to students, and allows students to reflect on and improve attainment prior to summative assessment. The module is based around eight seminar-style presentations (one per week), on which the students write 500-word ‘news & views’ style articles (short pieces highlighting new results to a scientific audience). Students receive individual written feedback (annotated electronically on the work), plus an indicative mark, on their first submitted report. For subsequent reports, only a subset is marked each week, such that each student receives feedback on two further submissions. Simultaneously, they have access to written feedback on their peers’ reports (a total of two reports per student enrolled on the module). Students are encouraged to read and apply the general and specific messages from all the feedback to their own subsequent work (using it as feed-forward). At the end of the module, students self-assess their eight submissions and select the two they believe are their best pieces to put forward for summative assessment. Combining data from three cohorts, student attainment increased throughout the module, with higher marks for the two chosen reports than for the two marked reports or their first report. Students selecting previously unmarked reports also showed a greater increase in their mark for the module than students selecting reports that had previously received a mark. Module evaluation forms revealed that the students found access to feedback on others’ work helpful in shaping their own assignments

Using an online formative assessment framework to enhance student engagement: a learning outcomes approach

Students learn best when they are fully engaged in the learning process, are motivated to test their current level of learning against known standards, and are offered targeted and timely support to help address subsequent personal learning needs. The most usual way to do this is through the use of assessment, but this in itself can act as an overbearing influence on what and how students learn, rather than providing an holistic support mechanism that encourages continuous reflective learning. Summative assessment provides a quantitative measure of learning at specific points in time, but may not encourage students to focus on specific strengths and weaknesses in need of attention. Formative assessment can provide specific reflective and feed-forward support, but given the time-poor nature of many students, is this perceived as a useful part of the learning process? This paper presents an overview of work in progress (funded by Centre for Open Learning in Maths, Science, Computing and Technology CETL at The Open University), on the development and implementation of an online interactive formative assessment framework, that has designed from a constructivist perspective, to promote student engagement and understanding of academic progression, using an learning outcomes approach. The framework specifically aims to enhance student awareness, understanding and recognition of competency levels, and to allow testing of ongoing academic progress at predetermined and self-selected points throughout the year. Each assessment makes explicit links to other components of the course including the summative assessment strategy, as a means of providing an integrated approach to learning. By working through the formative assessments it is hoped that students will become more self-directed and confident in their learning skills and abilities, which in turn should improve retention. The framework uses OpenMark (a web-based system developed within the Open University) in which students have up to three attempts to correctly answer each question, and are offered instantaneous and targeted feedback after each incorrect attempt. The system collects information on the answers submitted, and the time taken to complete each question, offering valuable insight into how (and which) students are engaging with the assessment and course materials. This data permits new targeted feedback to be added in response to common errors, as well as additional support mechanisms to be incorporated in response to specific skills or content that is poorly demonstrated. All feedback in the framework is formative, commenting on how well each of the learning outcomes tested over a period of study has been demonstrated, as well as the overall level of academic competency attained at that point in time. At present, the framework encompasses seven interactive assessments (linked to fortnightly periods of study), consisting of ten variable-format questions (set at two levels of academic complexity). A planned eighth assessment will randomly select questions from preceding assessments, offering an instantaneous interactive revision tool. Preliminary results indicate that students not only rate the assessments as enjoyable, but are revisiting specific assessments as a means of enhancing previous outcomes and checking their progression on aspects they previously had difficulties with

A Study of Perceptional Typologies on Computer Based Assessment (CBA): Instructor and Student Perspectives

This study explores and describes different viewpoints on Computer Based Assessment (CBA) by using Q methodology to identify perspectives of students and instructors and classify these into perceptional typologies. Thirty undergraduate students taking CBA courses and fifteen instructors adopting CBA into their curriculum at a university in Korea, were chosen as participants in this study. As a result of the study, firstly, four types of learners were identified and given the following descriptive labels: (I) CBA Dissatisfaction Type, (II) CBA Friendly Type, (III) Adjustment Seeker Type, and (IV) CBA Apprehensive Type. Secondly, three types of instructors were classified and given the following descriptive labels: (A) CBA Preferred Type, (B) Supplementary Need Type, and (C) Yes-But Mixed Type. Educational and pedagogical implications of these results are discussed in the context of CBA course design.open

Nurse Educators\u27 Perspectives of Supplemental Computer-Assisted Formative Assessment in an Associate Degree Nursing Program

Despite the implementation of various strategies to improve outcomes, the pass rates for the National Council Licensure Exam for Registered Nurses (NCLEX-RN) for an associate degree nursing (ADN) program continue to decrease. This study examined the use of a supplemental computer-assisted formative assessment (SCAFA) as a strategy for NCLEX-RN success. A qualitative case study with a theoretical framework based on constructivism was designed to investigate nurse educators\u27 perspectives of this particular strategy for successful outcomes. To explore these perspectives, data were collected from face-to-face interviews with nurse educators and from program documents from 1 ADN program in the southeastern United States. Guiding research questions explored nurse educators\u27 perceptions of SCAFA and determined if and how data from these assessments were utilized. The data were analyzed using lean coding to determine emerging themes. The findings showed that a lack of consistency in the use of this tool diminishes the effectiveness of this supplemental strategy. Additional themes that emerged: educator and student attitudes, orientation and SCAFA process, resource allocation, training and preparation, and data-driven decision making. These findings were used to design a professional development project focused on the effective use of SCAFA throughout the nursing program. The study and project are expected to promote positive social change by contributing to the body of evidence on computer-assisted formative assessment, bolstering student and nurse educator learning, increasing the number of nursing students who are prepared to successfully pass the NCLEX-RN, improving program outcomes, and contributing to the professional nursing workforce

Parental Involvement and Access: A Phenomenological Study of Urban High School Communities

In an urban school district, four high schools were studied in an effort to assess how Epstein’s (2001) six types of involvement were currently being experienced by parents. In a phenomenological study, this research gathered data on how parents of secondary students are currently experiencing their involvement with the high school. The research gathered quantitative and qualitative data from 443 parents through the use of a survey and focus group sessions over the course of 4 weeks. Parents expressed their current experiences with how they engage with the school concerning parenting practices, communication, learning at home, volunteering, decision-making, and collaborating with the community. Data exhibited schools in the setting have a strength in communicating noninstructional activities such as plays, musicals, and sporting events; however, recommendations were made on how these high schools could implement a more holistic approach to establishing Epstein’s (2001) School-Family-Community Partnership Model. Data from this setting, along with the findings and recommendations, are applicable to other urban school districts that are seeking to strengthen their communication and collaboration with outside stakeholders

A Game-based Assessment as A Formative Test in Academic Performance: Teachers’ Perspectives on Kahoot!

This study explored the utilization of a game-based assessment tool, Kahoot, as a formative test in the academic context focusing on the perspectives of teachers. With the increasing integration of technology into education, Kahoot has gained popularity as an interactive and engaging platform for assessing student learning. The research investigated how teachers perceive Kahoot as a formative assessment tool and its impact on their teaching practices. The qualitative approach was used in this study. Moreover, purposive sampling was administered to determine the subjects. The data in this study was collected through surveys and interviews with five lecturers of the Faculty of Education and Teacher Training of IAIN Lhokseumawe form different departments, namely; English Department, Arabic Department, and Indonesian Department to gain insights into their experiences and perspectives. The findings showed that teachers have a positive perspective on the utilization of kahoot as a formative test in academic performance. The results also revealed the advantages and challenges associated with using Kahoot as a formative test and shed light on its effectiveness in promoting active learning and student engagement. A gamed-based assessment called kahoot, facilitates teachers to save their time in assessing students’ comprehension through immediate feedback. Its accessibility simplifies teachers and students to do a test at every turn. Therefore, this research provides valuable insights into the practical use of game-based assessments in the academic setting and the implications for pedagogical approaches

The Effects of Formative and Summative Assessment on Student\u27s Connectedness, Satisfaction, Learning and Academic Performance within an Online Healthcare Course

The quantitative study presented here evaluates the effects of formative and summative assessment on student’s connectedness, satisfaction, learning and academic performance within a university three-credit 400 level online healthcare course. Literature exploring the role that formative assessment plays within an online environment is currently lacking. Additionally, understanding how assessment practices can help support the goals of online healthcare education is vitally important given the rise in popularity of this delivery format. This study investigated student outcomes in the form of connectedness, satisfaction, learning and academic performance. Four cohorts of students were included in this study. Two cohorts were provided with formative assessment procedures while the other two cohorts were provided with primarily summative assessment. A survey-based tool was created and delivered to students’ post-course completion which gathered information on a students’ sense of connectedness, satisfaction, and learning, whereas academic performance equated to final course grade earned. A one-way ANOVA was performed utilizing SPSS to identify statistical differences between formative and summative assessment cohorts. Analysis results indicated that the formative cohorts were higher in all areas explored and statistically significantly higher in the areas of learning and academic performance. Additional discussion regarding the results as well as future research recommendations are provided at the conclusion of this quantitative study within chapter five