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Student Engagement with a Novel Online Assessment Strategy

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Title: Student Engagement with a Novel Online Assessment Strategy
Language: English
Authors: Sally E. Jordan (ORCID 0000-0003-0770-1443), John P. R. Bolton (ORCID 0009-0004-7191-6283)
Source: International Journal of Assessment Tools in Education. 2024 11(1):1-19.
Availability: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
Peer Reviewed: Y
Page Count: 19
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Learner Engagement, Academic Achievement, Assignments, Feedback (Response), Foreign Countries, Open Universities, Distance Education, Learning Modules, Evaluation Methods, Student Evaluation, Computer Uses in Education, Electronic Learning
Geographic Terms: United Kingdom
ISSN: 2148-7456
Abstract: The study investigated the impact on student engagement and achievement of a "formative thresholded" continuous assessment strategy in which students had to meet a modest threshold, but their continuous assessment marks did not contribute to their final grade. Students were free to choose their own blend of tutor-marked and computer-marked assignments provided they met the threshold in a minimum number of assignments. For students reaching this threshold, the final grade was determined solely by an end-of-year examination. This assessment strategy was compared with one in which summative assignments contributed to the final grade alongside the final examination. The methodology took the form of data analysis of assessment records from more than 3500 anonymized students over a period of 7 years. Evidence was found for improved student engagement under the formative thresholded assessment strategy, with students choosing to complete many more computer-marked assignments, balanced by slightly fewer tutor-marked assignments. There was no change in overall retention. Many students made use of the capability to repeat different versions of the computer-marked questions. There was some evidence of students gaming the system (repeating questions until they obtained a version they had seen before), though most students did not do this at all and only a small number did so regularly. Students appeared to make better use of model answers, provided in response to three incorrect tries at a question, than of hints provided after each try. It was noted that the formative thresholded assessment strategy has potential for wider use.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1440108
Database: ERIC
FullText Text:
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  Data: Student Engagement with a Novel Online Assessment Strategy
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  Data: <searchLink fieldCode="AR" term="%22Sally+E%2E+Jordan%22">Sally E. Jordan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0770-1443">0000-0003-0770-1443</externalLink>)<br /><searchLink fieldCode="AR" term="%22John+P%2E+R%2E+Bolton%22">John P. R. Bolton</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0004-7191-6283">0009-0004-7191-6283</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Assessment+Tools+in+Education%22"><i>International Journal of Assessment Tools in Education</i></searchLink>. 2024 11(1):1-19.
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  Data: International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://dergipark.org.tr/en/pub/ijate
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  Data: 19
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  Data: <searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Assignments%22">Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Universities%22">Open Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 2148-7456
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study investigated the impact on student engagement and achievement of a "formative thresholded" continuous assessment strategy in which students had to meet a modest threshold, but their continuous assessment marks did not contribute to their final grade. Students were free to choose their own blend of tutor-marked and computer-marked assignments provided they met the threshold in a minimum number of assignments. For students reaching this threshold, the final grade was determined solely by an end-of-year examination. This assessment strategy was compared with one in which summative assignments contributed to the final grade alongside the final examination. The methodology took the form of data analysis of assessment records from more than 3500 anonymized students over a period of 7 years. Evidence was found for improved student engagement under the formative thresholded assessment strategy, with students choosing to complete many more computer-marked assignments, balanced by slightly fewer tutor-marked assignments. There was no change in overall retention. Many students made use of the capability to repeat different versions of the computer-marked questions. There was some evidence of students gaming the system (repeating questions until they obtained a version they had seen before), though most students did not do this at all and only a small number did so regularly. Students appeared to make better use of model answers, provided in response to three incorrect tries at a question, than of hints provided after each try. It was noted that the formative thresholded assessment strategy has potential for wider use.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 19
        StartPage: 1
    Subjects:
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Assignments
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Open Universities
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Learning Modules
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Electronic Learning
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      – SubjectFull: United Kingdom
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      – TitleFull: Student Engagement with a Novel Online Assessment Strategy
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