The effectiveness of formative assessment: student views and staff reflections. Issue 1 (2nd January 2021)

• Record Type: Journal Article
• Authors: McCallum, Suzanne; Milner, Margaret M.
• Is Part Of: Assessment & evaluation in higher education. Volume 46:Issue 1(2021)
• Page Start: 1
• Page End: 16
• Publication Date: 2021-01-02
• Subjects: Formative assessment -- feedback effectiveness -- e-assessment; Education, Higher -- Evaluation -- Periodicals; 378
• DOI: 10.1080/02602938.2020.1754761
• Languages: English
• ISSNs: 0260-2938

Abstract

Abstract: This article reports on the implementation of formative e-assessments in courses taken by first-year students. The central aim is to measure the effectiveness of the formative e-assessments with reference to the student voice and staff reflections. Students engaged with the formative assessments and the evidence gathered via questionnaires show that students perceived that formative e-assessments helped them to monitor their progress; encouraged further study and increased their learning and understanding. The findings also allowed academics to reflect on the benefits of adopting formative e-assessments to foster student engagement and permit early intervention. By focussing on the student view (rather than student performance) the findings add to our understanding of the benefits of integrating regular formative assessment in first-year courses.